Engaging teachers in research: teacher engagement in research as professional development

Abstract This article is one of three in this issue that focuses on teacher engagement in and with research as professional development. In particular, it explores the changes in learning that occurred as the Norwich Area Schools Consortium (NASC) programme developed and shifted its emphasis from the individual school-based research projects undertaken in the first phase of the programme to the cross-school university-based research projects carried out in the second phase. A change in project management occurred as a consequence of the move into the second phase, thus offering different opportunities and dilemmas for teacher professional development through engagement in research. These are outlined and discussed in the article.