Adopting the developmental research cycle in working with teachers

Abstract

This collaborative inquiry aims at learning to understand how teachers in schools and a mathematics teacher educator develop their work through participating in a developmental research project. Seven primary teachers worked at improving their mathematics teaching and researched their practice together with a teacher educator for three years. A model of a developmental research cycle, with two interconnected cycles of development and research, was used as the framework for the research. The main findings are that partnership between teachers in schools and teacher educators, where the knowledge both parties bring into the project is mutually respected, can add to our understanding of teacher development.