Topics and methodologies used by researchers of teacher development activities are examined in this paper. Selected studies in educational research are analyzed and grouped into four areas. The first research design considered is the traditional empirical-analytic, or hypothesis testing paradigm, through which studies are conducted to test the truthfulness or accuracy of predetermined hypotheses. The second research design is hypothesis generating, focusing on the meanings behind events and situations. Alternative uses of this design are presented in the areas of anthropology and ethnography. A combination of these two methods form the third research approach, which is used in many of the research reports that were reviewed. Researchers' recommendations for future directions and implications for research in teaching and learning are explored in the fourth category of research. A chart synthesizes and compares hypothesis generating and hypothesis testing research designs. A list of over 100 references is appended. (FG)