The purpose of this study was to investigate whether teachers’ engagement in research fosters teachers’ professional development and school development. We investigated changes in teachers’ professional behavior, the impact of such changes, and factors that affect such changes. Questionnaires were distributed among more than hundred teachers who participated in a course on teacher research in the period from 2013 to 2018. We collected in-depth data by conducting lesson observations and surveying students. Findings showed that teacher-researchers’ professional behavior had changed. The changes relate both to professional and school development. Our findings suggest that personal and contextual factors may have contributed to changes in teacher-researchers’ professional behavior. Altogether, the findings of this study substantiate the relevance of teacher research for education.

本研究的目的是调查教师的参与研究是否促进教师的专业发展和学校发展。我们调查了教师职业行为的变化，这种变化的影响以及影响这种变化的因素。在2013年至2018年期间，向参与教师研究课程的一百多名教师分发了问卷。我们通过进行课堂观察和对学生进行调查，收集了深入的数据。调查结果表明，教师研究人员的职业行为已发生变化。这些变化与专业发展和学校发展有关。我们的发现表明，个人和背景因素可能导致教师研究人员的职业行为发生变化。共，