Teachers' professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development.

The study investigates how educators in kindergarten and school learn and develop when they participate in action research projects with the goal of building a research-based education. The main purpose is to analyse and problematise the content of the educators’ professional learning and how they learn through action research. The study focuses specifically on changes in the educators’ thinking, actions and relationships within teaching, research and collaboration, and how these factors affect their professional development. The research questions are: 1) In which areas does educators’ professional learning take place during action research processes? 2) What challenges do educators face during the action research? 3) What contributes to the educators’ professional learning?

The study shows that educators’ professional learning involves changes in the way they think, act and relate to others in the areas of teaching, research and collaboration. The educators develop their understanding of and ability to apply research-based knowledge in teaching, strengthen collaboration with colleagues and researchers, and experience increased awareness and security in their professional role. Challenges included time pressure and the learning curve associated with research methods, which required time and effort to master. The educators experienced difficulties finding time for reflection and collegial meetings during a busy working day, as well as challenges in understanding and applying complex research methods effectively.

The data consist of written reflections from 50 educators in Swedish kindergarten, primary, lower and upper secondary school, who participated in action research projects over a period of twelve months. The reflections were collected twice during the year, midway through and at the end of the year. The educators also kept a reflection diary where they regularly noted their thoughts.

Bergmark, U. (2023). Teachers' professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development. Professional Development in Education, 49(2), 210–224.

Online year: 2020

Issue year: 2023

Review year: 2023