The aim of this study is to explore what happened -- and why -- in a collaboration between ourselves as researchers and school leaders from two different schools in Sweden. The theory of practice architectures is used to frame the study. The goal of the collaboration was to enhance the scientific foundation of school practices, which motivated the…

This article investigates how knowledge, competence and actions develop among teachers enrolled in a Master's degree programme in action research who have an interest in changing practices in the schools in which they teach. We draw upon the insights of seven teachers who completed the programme (part-time over four years) to examine how the…

This article presents an action research project conducted in a Swedish compulsory school. In the project the participants explored ways of identifying actions to improve in the practices of a professional learning community in order to develop teaching. This is important for participants in such communities, since the outcome of developed…

Mentoring is a central aspect of action research processes and raises ethical issues concerning roles and responsibilities, particularly when teachers and researchers collaborate. The purpose of the study is to explore mentoring and the roles of mentors in action research from an ethical stance. The theoretical basis is the philosophy of care…

This paper reports on a two-year project focusing on health communicators working with refugees in Sweden. By employing participatory action research and the theory of practice architectures, the study examines a health information practice for newly arrived refugees and highlights its potentials and constraints. The joint meetings that occurred…

This article nuances an ongoing discussion among researchers about external researchers in emancipatory action research in the educational field. It examines opportunities and challenges for emancipatory action research for participants in top-down and bottom-up initiated action research projects with external researchers. An analysis based on…

This article describes how some Swedish compulsory schools work to achieve collective development of practices in mathematics and science. The overall aim is to increase knowledge about factors influencing progression to professional learning in different school contexts. Data were collected through four case studies by interviews with teacher…

It is widely accepted that professional learning is a crucial aspect of the ongoing professional practice of educators. But how should this professional learning take place, and what arrangements enable and constrain practices associated with educator learning? In this article, we explore two case studies of action research projects: one…

Although action research has a history of bridging gaps between research and school practice, challenges emerge when aligning a scientific approach with development work in schools and in collaboration between research and school practice. In this article, we aim to deepen the knowledge on teachers' action research as social learning in…