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

Abstract

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.

• researcher role
• action research
• collaborative professional development
• practice theory
• Teacher Talk group

Additional information

Notes on contributors

Jessica Aspfors

Jessica Aspfors is an associate professor at the Faculty of Professional Studies, University of Nordland, Norway. Her main research interest is in the field of teacher education, newly qualified teachers’ professional development and mentoring. She previously worked for ten years within teacher education at Åbo Akademi University, Finland. In her research and development work on mentoring, she has applied practice theory and collaborative action research through the Finnish Network for Teacher Induction, Osaava Verme. Email: [email protected]

Michaela Pörn

Michaela Pörn, professor of Finnish language education at the Faculty of Education and Welfare Studies, Åbo Akademi University, Finland, has worked in teacher education since 2003, receiving her PhD degree from Åbo Akademi University in 2004. Her main research interests are language teaching and instruction, tandem learning and second language learning. She has been involved in development projects with teachers for a number of years. Email: [email protected]

Liselott Forsman

Liselott Forsman, professor of foreign language didactics at the Faculty of Education and Welfare Studies, Åbo Akademi University, Finland, has worked in teacher education since 1999. She received her PhD in English language education from Åbo Akademi University in 2006, conducting action research on her own teaching practice. Since 2012, she has been an adjunct professor (docent) in language didactics with a specialisation in intercultural education. She has also worked extensively in continuing professional development. Email: [email protected]

Petri Salo

Petri Salo is a professor of adult education at the Faculty of Education and Welfare Studies, Åbo Academy University, Finland. His research interests relate to adult and popular education in the Nordic countries, schools as organisations, micro-politics, action research and qualitative methods. He is currently researching school leadership, local leadership practices and the importance of trust in schools. Email: [email protected]

Gunilla Karlberg-Granlund

Gunilla Karlberg-Granlund is a university teacher and postdoctoral researcher at the Faculty of Education and Welfare Studies, Åbo Akademi University, Finland. She previously worked as a teacher and principal, and was involved in facilitating tailored in-service teacher education through action research. Her primary research interests are collaborative professional development, facilitation of dialogue and dialogue conferences, and equity, quality and sustainability in education. Email: [email protected]