Currently, Swedish teachers are expected to become more involved in schoolimprovements based on the findings of research. One of the main goals of this work is to develop practice in its own contexts. Such teachers are involved in action and research or, in other words, the combination of practice and theory. A central issue in this work is whether professionals can develop practice in the light of their own knowledge and experience and, at the same time, in the light of theory and research. How can the two fields of knowledge (experience and science) be combined in practice? Different interactive or action-oriented tools have been used. These include interviews, observations and diary writing. The main tool, however, has been using researchers as facilitators. This is often taken for granted as being good for developing the understanding and practice of teachers. But what is good about it? Will the interactive tools and meetings produce new knowledge about practice or will they merely recreate more of the same? In my presentation I will discuss action research meetings and I will identify some of the advantages and disadvantages of such an approach to school improvement.