ABSTRACT This article presents the evaluation of a two-year action research project in biology and mathematics teaching involving a primary school and a university in Sweden. The aim of the study was to contribute knowledge about a school–university intersection as a professional learning arena. The teachers’ conceptions about the project implementation, the impact on their learning, teaching practices and pupil learning were made explicit by focus group interview. The evaluation revealed that several motivating factors in this specific learning community – the relevance of the project and connection to the continuing education course, mentors from university, planning tools and time for collaboration – were critical for project implementation and for professional learning to occur. Furthermore, it indicated how teacher learning and teaching practices were related to pupil learning in the professional learning community. The results are also discussed in the light of new research on teachers’ work identity and self-reported health.

中文翻译：

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学校与大学的交叉口作为专业学习领域：一项为期两年的行动研究项目的评估

摘要本文介绍了一项为期两年的生物学和数学教学行动研究项目的评估，该项目涉及瑞典的一所小学和一所大学。该研究的目的是作为一个专业的学习场所，提供有关学校与大学交叉口的知识。焦点小组访谈明确了教师对项目实施的构想，对他们的学习，教学实践和学生学习的影响。评估显示，在这个特定的学习社区中，有几个激励因素–项目的相关性和与继续教育课程的联系，大学的导师，计划工具和合作时间–对于项目实施和专业学习的发生至关重要。此外，它表明了教师学习和教学实践与专业学习社区中的学生学习之间的关系。还根据有关教师工作身份和自我报告健康的新研究讨论了结果。