Developing Teachers’ Research Capacity: Cross-Disciplinary Research Exchange Through Collective Self-Study

This study explored the question, What distinctive clues to research capacity development emerge from teachers’ professional practice?, through a collective self-study conducted by teachers engaged in research. The findings suggest that incidental, multi-source research exchanges with colleagues may contribute to the development of research capacity across subject areas. Second, the inseparable entanglement of educational practice and research within teachers’ everyday professional work appears to generate research-specific difficulties while simultaneously creating opportunities for the long-term development of research capacity. Third, teachers’ questions framed in philosophical terms, such as reproducibility and falsifiability, reveal how they deepen their theoretical understanding through practical experience. In addition, the collective self-study appears to facilitate mutual reflection and conceptual articulation, thereby supporting the development of teachers’ research capacity.