Source: Teaching and Teacher Education , Volume 24, Issue 3, April 2008, Pages 575-584
The article is based on a research and development work project (R&D project) conducted in a Norwegian lower secondary school. The purpose of the text is to describe the researchers’ and teachers’ roles during the initial phase of such a project, and what this phase and the close cooperation between the researcher and teachers mean for the progress of the project.
The reader will see how the participating teachers modify their attitudes to the project throughout the start-up phase. This phase is outlined by means of empirical data. The study shows how such a project challenges the researchers’ communicative, social and knowledge competence. Furthermore, teachers have to see the need for development and willingly participate in developmental processes, listening to and using researchers as resource persons, if a start-up phase is to be successful for subsequent development in the project.
- Participation, Roles and Processes in a Collaborative Action Research Project: A Reflexive Account of the Facilitator
- The Supporting Effective Teaching (SET) Project: The Relationship of Inclusive Teaching Practices to Teachers' Beliefs about Disability and Ability, and about their Roles as Teachers