The Researcher’s Role: An Intervention Study Using Lesson Study in Norway

The aim of the study has been to investigate the researcher’s role in an intervention study using Lesson Study as a mediating artifact for teachers’ professional development. The research question addressed in this article is: “How can the researcher act and react to the challenges that emerge when enhancing the development of practice and still allow teachers to own and manage the project”? An argument for this study is that there are several studies that point out that the researcher’s role in intervention research in which teachers and researchers cooperate are of great importance. At the same time, little research describes the researcher’s role and function during a research project. This article describes and explores the researcher’s role in facing challenges in a practice-oriented intervention during the study. This study lasted for a period of two years. To answer the research question, I have used several data sources to get a holistic picture of the researcher role. Data sources consist of interviews, teacher’s reflection notes, research log and observations. This study verifies that the researcher’s role and approach are of crucial importance for change and development.