Teachers’ involvement in handling questions of their own profession seems to be a difficult question to solve in the educational field (Carr & Kemmis, 1986; Olin et al., 2020). In this presentation, we draw on two projects where teachers and researchers collaborated to write a book in Sweden (Almqvist et.al, 2017) and to develop a didactic model in Finland (Karjalainen et al., 2013). In both projects, action research was used as a methodological approach for the collaboration which meant that the teachers’ didactic knowledge was used as a starting point for further development of knowledge and specific forms for dialogue was used to enhance collaboration (Rönnerman et.al., 2016; Gustavsen, 2001). The set-up of the projects built on the argument that teachers need to be agents in their own research and development processes to enable change in classrooms based on didactic knowledge. We researchers were involved in the research and development with the teachers but also explored the collaboration itself. Our analyses depart from a practice perspective using the theory of practice architectures (Kemmis et al. 2014) as a theoretical lens. Through this lens we analyse the sayings, doings and relatings of different actors (teachers and researchers), as well as different conditions in the two projects, and how they may affect teachers’ professional transformation. The focus is on how teachers relate to I) knowledge production and development work, II) researchers as co-workers in the projects. We also analyse how the practices of collaboration in the two didactic development projects transform during and through teacher-researcher collaboration. Even though the practices of collaboration are different, one aiming for book production and the other for didactic development in the classroom, the findings regarding the teachers’ professional transformation seem to have similarities. The norms of how teachers initially understand themselves transform through the collaboration. The teachers start out by stating that they feel unsure of their own capacity, but through collaboration, they start to see themselves as knowledge producers when they understand the value of their contribution of knowing-in-action. The teachers’ professional transformation is made possible through time given and the set-up of collaboration through dialogues. As the teachers develop agency in the collaborative process of producing knowledge together with the researchers, the relationships of power and solidarity change. The findings contribute to the research field of teachers’ professional learning and development, emphasising teachers’ important role in knowledge production and practice development processes.

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