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FrancoAngeli Journals

Articles

No. 2 (2025)

Collaborative Research: A methodology supporting reflective competencies and the professional growth of teachers?

DOI
https://doi.org/10.3280/erpoa2-2025oa20535
Submitted
luglio 1, 2025
Published
2026-10-23

Abstract

This study explores the role of Collaborative Research (C.R.) in fostering teachers’ reflective competencies and its contribution to their professional growth. To achieve this objective, teachers who participated in a C.R. process, were asked to recount their experience through a Critical Incident Questionnaire inspired by Brookfield’s (2017) framework. The thematic narrative analysis (Riessman, 2008) and the interpretation of the findings suggest a strong engagement in reflective practice throughout all phases of the C.R. process, particularly when teachers had the opportunity to review and analyse their own practice through video recordings, engaging in discussions with colleagues and the researcher. Peer dialogue facilitated a deeper reflection on methodological choices, the effectiveness of classroom interactions, and instructional design. This experience led some teachers to formulate hypotheses for improving and restructuring their practices, demonstrating a willingness to embrace change and enhance their professional development.

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