The time has come to see the three major forms of Practitioner Research under a general umbrella
as well as distinct choices and commitments to pursue professional self-inquiry into the way and ways
we teach and how our students (may) learn. The focus of this paper is on understanding each approach
by tracing its origins and key concepts. The aim of this working paper is to take the first step in
building an accessible foundation of knowledge from which classroom teachers can then pursue their
own interest or concern in the method that appeals to them the most.