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Stenhouse's original vision of teacher research incorporated a strong emphasis on curriculum construction, interpretation and evaluation. This curricular emphasis is less prevalent in the present in the dominant ‘professional development’ and ‘what works’ traditions of teacher research. It is shown here, however, that this curricular focus has been maintained in the published discourse of history teachers in England. Using a citation analysis to illuminate the growth of professional knowledge, this paper shows how curricular issues drove history‐teacher published discourse between 2004 and 2013, and how this discourse drew upon a highly subject‐specific knowledge base in this period. Research by teachers in a tradition of ‘curriculum theorising’, it is argued here, could prove to be a powerful component in establishing a more systematic knowledge base for the profession.
Michael Fordham (Mon,) studied this question.