An overview of research studies on education points up the fact that there has been an emphasis in teacher education research on how things are done in classrooms, almost to the exclusion of why. The "how" issues of control, management, and measurement lend themselves to the dominant research paradigm. The "why" issues of theory, intellectual development, and development of learning environments in schools must be addressed by attempts to reconceptualize teacher education and the inquiry that supports it. Part of that reconceptualization is a rethinking of the methodology and reporting of data from classroom teaching and inquiry. That methodology and reporting of data is inquiry if it is premised on students' and instructors' questions, and if this inquiry purports to inform practice. The general framework of data collection, analysis, and development of grounded theory (Glaser & Strauss, 1967, as reconceptualized and operationalized by Lincoln & Guba, 1985) provides the methodological mechanics for this study. It is noted that the best educational researchers should be the best teachers, if their research is indeed informing their practice. Teaching as inquiry does provide a powerful research context for pursuing the reconceptualization of teacher education. (JD)