The relationship between scholarship in education and the practice of teaching and learning is complex, ambiguous, and doubtful. Still, there persists an underlying belief that the study of education might yield the basis for designing and implementing educational practices. What could be ways of approaching scholarship in education that might promote the quality of teaching and learning, overcoming the problems that prevent the uses of such scholarship? Two aspects of creating appropriate knowledge for teacher education are mentioned by Zeichner (2005): research design and methodology and research topics. Similarly, the author maintains that scholarly endeavors in education require new designs and methodology, as well as new questions.