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The study reports a case where teachers became an active driving force rather than passive implementers. Using group interviews with eight pilot teachers in Norway’s KreTek project, the authors identify key conditions: a shared and relevant challenge, an open project entry, allocated time and meeting space, and responsibility with autonomy. 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(2021). Conditions for the Active Involvement of Teachers in a Design-Based Research Project. Designs for Learning, 13(1),44–54. DOI: [https://doi.org/10.16993/dfl.169](https://doi.org/10.16993/dfl.169)  \n\n| RESEARCH\u003Cbr>Conditions for the Active Involvement of Teachers in a Design-Based Research Project\u003Cbr>Berit Bungum and Anders Sanne |\n| --- |\n| Design-based research (DBR) develops solutions in combination with research and has gained increasing popularity in educational research. This research approach involves close collaboration between researchers and practitioners. Many studies show that teachers are often passive participants in DBR projects, where their role becomes implementing researchers’ ideas. This paper reports on a case where teachers became, instead, a driving force in a DBR project and investigates the conditions for this to happen. Data were collected by means of group interviews with the eight pilot teachers in the KreTek project, which was undertaken as a collaboration between a university and a municipality in Norway. The authors’ own experiences as participants in the project also form part of the empirical basis for the study. The conditions for active involvement identified here are 1. A shared and relevant challenge; 2. An open entrance to the project; 3. An allocated time and meeting space; and 4. Responsibility and autonomy. The results are discussed in light of perspectives on teacher professionalism, theories on self-determination and previous research on teachers’ roles in collaboration between researchers and teachers. It is concluded that by fulfilling the identified conditions for active involvement of teachers with an emphasis on trust, responsibility and autonomy, teachers may play an active role in DBR projects. In turn, this can facilitate a fruitful process where products of research projects using a DBR approach are deeply grounded in practitioners’contexts and thus are able to meet the actual needs of schools. |\n| Keywords: design-based research; teachers; communities of practice; professional learning communities; teacher professionalism; teacher-researcher collaboration |\n\nIntroduction  \nDesign-based research (DBR) is a methodology where development and research are combined with the aim of establishing theoretical insights and educational innovations that are usable in a wider context (Anderson & Shattuck, 2012) . It is regarded as a constructive approach for educational research, as collaboration between researchers and practitioners is meant to ensure results that are deeply embedded in teachers’ practice. This way, DBR may bridge what is referred to as a research-practice gap in educational research (see e.g., Anderson & Shattuck, 2012; Bogaerds-Hazenberg, Evers-Vermeul, & van den Bergh, 2019; Goos, 2014) . Anderson and Shattuck (2012) point to situatedness in real educational contexts and collaborative partnership between researchers and practitioners as the main characteristics of DBR. Many have, however, observed that teachers are not as active in DBR projects as intended (Andrée, Danckwardt-Lillieström, & Wiblom, 2020; Engeström, 2011; Sterner, 2019) . Rather than involving collaborative partnerships, projects tend to be strongly framed by researchers’ ideas, while the role of the  \nNTNU, The Norwegian University of Science and Technology, Trondheim, NO  \nCorresponding author: Berit Bungum ([berit.bungum@ntnu.no](berit.bungum@ntnu.no))  \nparticipating teachers is limited to the implementation and refinement of predefined solutions. This may lead toa lack of contextual sensitivity and limited value of the products of the research process.  \nIn this paper, we draw on an empirical case that has been successful in terms of engaging teachers actively in a DBR project and explore the reasons why this was achieved. What key conditions can be identified for active involvement of teachers from this case?  \nThe investigated case is the KreTek project, which seeks","cbCaicvWKF3MBY8I","https://ap.wps.com/l/cbCaicvWKF3MBY8I","pdf",859842,11,"English","# Introduction\n# Teachers’ role in design-based research\n# Conditions for active involvement of teachers in DBR","[{\"question\":\"What problem does the paper address about teachers’ participation in DBR projects?\",\"answer\":\"The paper addresses that teachers are often passive in DBR, mainly implementing researchers’ ideas rather than shaping the project’s direction.\"},{\"question\":\"How did the authors collect data for the KreTek case study?\",\"answer\":\"Data were collected through group interviews with eight pilot teachers involved in the KreTek project, complemented by the authors’ experiences as participants.\"},{\"question\":\"Which conditions did the study identify for teachers’ active involvement in DBR?\",\"answer\":\"The paper identifies four conditions: a shared and relevant challenge, an open entrance to the project, allocated time and meeting space, and responsibility and autonomy.\"}]","Conditions for the Active Involvement of Teachers in a Design-Based Research Project | PDF",1792092244,28]