We present analyses of teacher professional growth during collaboration between science teachers and science education researchers, with special focus on how the differential assumption of responsibility between teachers and researchers affected the growth processes. The collaboration centered on a new conceptual framework introduced by the…

In this paper we present experiences from a joint collaborative research project which may be described as an encounter between a school science teaching practice and a university science didactics research practice. We provide narratives which demonstrate how the encounter between these two communities of practice interacted to produce…