The purpose of this essay is to draw out key insights from Dewey's important text "Logic: The Theory of Inquiry" to provide theoretical and practical support for the emergent field of teacher research. The specific focal point is the argument in Cochran-Smith and Lytle's "Inside/Outside: Teacher Research and Knowledge" on the significance of "systematic, intentional inquiry" as the methodological underpinning of teacher research. While Cochran-Smith and Lytle do not offer a sharply articulated definition, I refer to Dewey as providing a cogent example of how this methodology could play out within a practitioner inquiry-based format. I also discuss the usefulness of philosophical pragmatism in opening up a taproot within the theory development of teacher research.