ABSTRACT
This chapter involves ten teacher-researchers who participated in a collaborative research project lasting for three years between four secondary schools and an educational department of a university in the Netherlands. It describes the teacher-researchers' perceptions of research and gains insight into how these perceptions develop during their engagement in research in a three-year collaborative research project in a school-university partnership. The chapter aims to elicit answers revealing more implicit and perhaps less conscious views on research, which enabled us to deduce the teacher-researchers' research perceptions from the data. It was found that the development over time in how teacher-researchers perceived the research design. Teachers tended to move in the opposite direction from seeing research mainly as quantitative, and finding out what works, to valuing the insights qualitative research can provide. It was also found that teacher-researchers initially perceived research as large-scale quantitative experimental research.
