The researcher as a negotiator: - exploring collaborative professional development projects with teachers

A1 Journal article (refereed)

Internal Authors/Editors

Publication Details

List of Authors: Jessica Aspfors, Michaela Pörn, Liselott Forsman, Petri Salo, Gunilla Karlberg-Granlund
Publisher: Co-action publishing
Publication year: 2015
Journal: Education Inquiry
Journal acronym: EDU INQ
Volume number: 6
Issue number: 4
Start page: 401
End page: 416
eISSN: 2000-4508


The purpose of this article is to explore the role of the researcher in facilitating collaborative professional development (CPD) projects with teachers in Finland. The article sheds light on the complex role of the researcher promoting professional development in educational sites through action research. The educational sites vary from individual classrooms to small schools and municipalities. The analysis builds on the creation of a communicative space in the form of a Teacher Talk group for researchers engaged in different CPD projects. The creation of sustainable arenas for communication is needed, not only at the educational sites among practitioners, but also among the researchers engaged in different CPD projects. Through our continuous communication and reflections and with help of practice theory we were able to grasp the meanings of the professional development work and our role as researchers at the intersection of action research, university and school. We found the complex researcher role to mainly be that of a negotiator concerning cultural-discursive, material-economic and socio-political arrangements.


action research, collaborative professional development, practice theory, researcher role

Last updated on 2020-07-08 at 06:18