Description: Topic is the role of a teacher in knowledge-creation process.Research questions are: 1. What is the role of a professional teacher in knowledge-creation. 2. Which are the promoting and preventing factors of counselling of the knowledge-creation?The objective is to develop counselling methods for knowledge-creation processes. The purpose is to describe the role of a teacher in the creation process of new knowledge. The value is in gaining a deeper understanding about the role of a teacher in knowledge-creation. Theoretical framework in this study consists of the concept of knowledge-creation (Nonaka & Takeuchi 1995; Kivisaari 2001) as a dialogical process in relationship with the concepts of pedagogical counselling (Gladding 2000) and facility of dialogy (Bahtin 1981; Burbules 1993; Bereiter & Scardamalia 1996) in a context of BA (Nonaka, Konno & Toyama 2001).The description of counselling is based on data from two perspectives: 1. the students and the nurses in knowledge-creation 2. the teachers counselling the knowledge-creation. Methodology: First data is collected with questionnaire and analyzed statistically with the SPSS-program.The members of the working groups evaluated the workshop as a group with a questionnaire (n = 133). In the questionnaire there were questions concerning the elements of the activity in the workshop.The other part of the data was collected from the teachers (n = 5) in the workshops. The data was collected with focusgroup interview and analyzed with computer-assisted content analysis method. Conclusions: Working groups deemed the time reserved for the interaction too short. There were a lot of issues to be discussed in the workshops. From time to time, the groups argued about the emotions and opinions the project had aroused. They felt that these hindered the process of the working group.The required dialog did not have enough time to develop. We have to invest time and energy to the production of new tools for the advancing of the dialog between the teacher and the working group. That is why we are producing a new forum for the interaction in an e-Learning environment. In the knowledge creation process we are focusing on the planning of guidance. A thorough plan helps the teacher to ask the right questions at the right time in order to promote the process. Abstract The work of a professional teacher is changing. A teacher in a University of Applied Sciences in Finland has a duty to work in co-operation with the working life locally as well as internationally in order to develop the working processes. Higher professional education organisations can advance regional development. Therefore teachers are changing their role and the ways in which they teach. Theoretical framework in this study consists of the concept of knowledge-creation (Nonaka & Takeuchi 1995; Kivisaari 2001) as a dialogical process in relationship with the concepts of pedagogical counselling (Gladding 2000) and facility of dialogy (Bahtin 1981; Burbules 1993; Bereiter & Scardamalia 1996) in a context of BA (Nonaka, Konno & Toyama 2001). In this paper we intend to describe the role of a teacher in the creation process of new knowledge in a project. We will also describe the promoting and preventing factors of counselling of the knowledge-creation. The developmental project, The Development of Primary Nursing (DPN), lasted for three years and the partners were Lohja Hospital Region and Laurea University of Applied Sciences. Another aim of this paper is also developing counselling methods for learning by developing (LbD) processes (Laurea 2005). In the DPN project were 19 working groups. The members of the working groups were nurses (n = 38) and nurse students (n = 34). The working groups took part in workshops 7 times during the project. There were 5 workshops, which all had 2 teachers. One worked as a tutor and the other as a facilitator. The aim of the workshops was to counsell, evaluate and plan the knowledge-creation. The study was conducted in two parts. The first part of the data was collected at the end of each workshop. The members of the working groups evaluated the workshop as a group with a questionnaire (n = 133). In the questionnaire there were questions concerning the elements of the activity in the workshop. The assessment tool was the Likert scale from 0 to 5. The informants were asked to justify their assessment in their own words. The quantitative data was analyzed statistically with the SPSS -program. It was presented in frequencies and percentages with figures and tables. The other part of the data was collected from the teachers (n = 5) in the workshops. The teachers were interviewed with a focus group method. The questions concerned the role of the teacher in guiding the knowledge-creation process. The qualitative data was analyzed with a content analysis method, with the Nvivo -program. It is presented with text and figures. Working groups deemed the time reserved for the interaction too short. There were a lot of issues to be discussed in the workshops. From time to time, the groups argued about the emotions and opinions the project had aroused. They felt that these hindered the process of the working group. The required dialog did not have enough time to develop. We have to invest time and energy to the production of new tools for the advancing of the dialog between the teacher and the working group. That is why we are producing a new forum for the interaction in an e-Learning environment. In the knowledge creation process we are focusing on the planning of counselling. A thorough plan helps the teacher to ask the right questions at the right time in order to promote the process.