The role of educational research, and schools' and teachers' engagement in and with research, changes when it is viewed as a form of professional development. The study presented in this paper intended to explore teachers' practices for designing learning, instructing students and managing classrooms in the context of the primary-secondary school transition years, from Years 5-9 in Australia. Qualitative data were collected through semi-structured interviews with eight teacher participants who were asked to reflect on their everyday practices. This research contributes to the understanding of the multiple teaching roles of teachers for supporting students' learning, and it highlights the potential for professional learning associated with researcher-teacher collaborations. The Appreciative Inquiry approach adopted for the research established a professional learning culture within a safe and authentic environment that respected the teachers' knowledge and experience. Professional dialogue through productive and respectful collaborations generated new insights for transformative practice.