Perspektiver på forskningens mulighed for at bidrage til kvalificering af teacher agency: En empirisk analyse fra et projekt i samarbejde mellem erhvervsskoler og en professionshøjskole som forskningsinstitution

This article presents perspectives on how research can contribute to the development of teachers’ practice. The result shows the benefits of cooperation between colleges and university colleges based on analysis that are inspired by the notion teacher agency. Teacher agency as a theoretical approach can explain teachers’ different perspectives and initiatives. The notion draws on the impact of teachers’ past, their projective ideas, and the content for their agency such as culture, structures, and material conditions. The notion can help to point out some suggestions for further development. Such development is needed because teachers and pupils experience an increased acceleration that leads to a decrease of well-being. Research can address this decrease and strive to suggest novel solutions. The results are based on action research from a project initiated and developed in cooperation between three vocational colleges and a university college. The metho-dology used is observations, logbooks, and resumes from meetings.