Abstract
This paper brings into focus what can happen when a person is both a researcher and a teacher in two different classrooms almost at the same time. In the two classrooms project work is the subject of inquiry and the working method used. The aim of the research was to figure out how group work and collaborative processes function during project work, and to compose and present a kind of ‘thinking tool’ for other teachers to use when reflecting over their own teaching. Both the researcher and the informant maintain that they influenced each other. The paper also shows that the teacher/informant interactions in addition mediate the researcher’s work as a teacher.
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