In this portrait, Irene Liefshitz considers learning as an aspect of teaching—how
teachers learn to teach, what they learn about teaching, and how they are transformed
by teaching. Because unsolicited, free-ranging, teacher-to-teacher conversation about
teaching rarely makes it to education research, the author analyzes conversations
between teachers recorded for the StoryCorps National Teachers Initiative to inquire
how teachers talk about learning and what they say about it when no researcher is
guiding their conversation. Such centering of teacher voice is a practical and political
stance and positions education research as an act of listening. By transmitting
and interpreting teachers’ talk, the author makes a case for focusing research agendas
on teacher learning based on what teachers say is important to them, for promoting
a scholarship of voice in research on teaching, and for further use of the StoryCorps
National Teachers Initiative as a rich data source of teacher voice.
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