Teachers generally perceive scholarly work as irrelevant, only aiming at generalized insights that can be published in journals, rather than insights that are useful for improving practice. A promising ways to close this gap between research and practice seems to be research by teachers. International literature on teacher research between 2009 and 2012 has been systematically reviewed on research qualities, aims and outcomes. Teacher research generally had the form of small-scale, qualitative studies that were aimed at either teacher’s professional development or improving teaching practices; teacher research also targeting on knowledge building in the teaching profession was seldom. Three examples of teacher research will be presented. Two History teachers and one Geography teacher in secondary schools evaluated innovative teaching methods, changed their understanding of their practices, and published an article in a scholarly journal. This kind of research by teachers that simultaneously focuses on improving teaching and on knowledge building in the teaching profession is referred to as Scholarship of Teaching and Learning. This kind of teacher research will be compared to other forms of teacher research in secondary education, such as action-research and lesson study.