This article presents a reflexive analysis of a collaborative action research project based on the “Nordic tradition” of action research. In this project I, in the role of researcher, worked with a team of four teachers in a Norwegian primary/lower secondary school to develop teaching practice focused on students’ learning. I have retrospectively analysed data from my research diary, meetings and interviews. The article describes how the collaboration and the relationship between the teacher team and the researcher developed, and how this process contributed to the teachers’ professional development. The results shed light on the complexity of teacher- researcher- relationships, and demonstrate the importance of engaging in reflexivity in collaborative action research.


Collaborative Action Research, Reflexivity, Teacher Professional Development

Author Bio(s)

Kitt Lyngsnes is a professor in the Faculty of Teacher Education at Nord University, Norway. She holds a Ph.D. in Educational Studies from 2003. Her research and teaching interests are in the areas of teaching and learning in primary and secondary school. These practice-based and practice-led research interests include classroom studies and action research, and her current publications focus on the researcher’s interaction with participants when doing research inside schools. Correspondence regarding this article can be addressed directly to: Kitt Lyngsnes at, Nord University, Hogskolevegen 3, N-7600 Levanger, Norway; Email: kitt.m.lyngsnes@nord.no.

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Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.





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