A Bit More than a Fly on the Wall: Roles and Responsibilities in Design-Based Research

The above quotation originates from one science teacher, Arya, who raises questions concerning the roles and responsibilities in the present design-based research (DBR) study. Arya seems to perceive the researcher’s role as that of an observer who process what is happening much like a fly on the wall. By analysing the micro-communication processes between two science teachers and the first author (henceforth called the researcher), we explore the roles and responsibilities in a study concerning outdoor education in science at the upper-secondary level. The present study is guided by Wang and Hannafin’s (2005) definition of DBR as ‘a systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories’ (pp. 6–7). With regard to DBR, this definition includes the aim (improve educational practices) and the approach (iterative cycles in collaboration). It also indicates among whom (researchers and practitioners) and where (realworld settings) the DBR is conducted, as well as its outcome (context-sensitive design principles and theories). Collaboration among researchers and teachers are important for inclusion and participation, however, reflections concerning how roles and responsibilities are negotiated appear to be under-researched. Although educational researchers and teachers may share a number of similarities, they work in separate cultural communities (Caplan, 1979). On one side, teachers work within organisational structures with all of their practical implications and complexities (Doyle, 1986; Penuel et al., 2015). Teachers frequently seek practical approaches and want to gain knowledge that can improve their teaching (Kolmos, 2015). On the other side, DBR researchers work within an academic culture and ‘research often proceeds slowly, as researchers prioritize generating evidence through cycles of inquiry and analysis before they are ready to recommend action.’ (Penuel et al., 2015, p. 188). There is a broad consensus that teachers’ professional knowledge concerning educational practice is a key factor in DBR (Christensen, Gynther and Petersen, 2012; Juuti and Lavonen, 2006; Wang and Hannafin, 2005). Teachers should be encouraged to participate in DBR, especially to identify problems and articulate solutions (Christensen, Gynther and Petersen, 2012). The DBR discourse appears to be concerned about the lack of teacher involvement in RESEARCH