Classroom Development Through Teacher-Researcher Collaboration

Bridging the Rural Urban Divide in Norway?

  • Tobias Werler Western Norway University of Applied Sciences (HVL)
  • Vibeke Foldnes Western Norway University of Applied Sciences (HVL)
  • Åshild Berg-Brekkhus Western Norway University of Applied Sciences (HVL)
  • Margaret Kleppstad Færevaag Western Norway University of Applied Sciences (HVL)


Norwegian rural schools experience difficulties establishing teacher-researcher collaboration. It is well documented that these schools are described as needing urban development approaches. This study aims to understand if collaborative inquiry can function as a joint learning arena for the development of teachers’ and researchers’ capacity. Specifically, this approach might enable teachers to develop their teaching independently from urban-placed researchers. The study investigates how the collaborative approach, which is mainly driven by the teachers, bridges the urban-rural divide regarding both professional development and research. Expert interview data were analysed, guided by the principles of grounded theory. Regarding teachers’ participation and inquiry, they show a rather passive role. Teacher-researcher co-operation is created through agency and ownership. Conclusively, both teachers and researchers are involved in building the bridge and learning from one another.

How to Cite
Werler, T., Foldnes, V., Berg-Brekkhus, Åshild, & Færevaag, M. (2021). Classroom Development Through Teacher-Researcher Collaboration. Australian and International Journal of Rural Education, 31(3), 96-112. Retrieved from