Classroom research that informs teachers in their didactical decision-making so that they can respond both to external and internal demands, and research striving to catch such complexity in the classroom poses ontological and epistemological challenges.   

In this direction, my doctoral project relies partially, on a workplace approach (in Swedish praktiknära forskning).  It is worth noticing that the workplace research approach highlights teachers' agency since researchers and practitioners collaborate to produce relevant knowledge for developing teaching practices. Such approach involves doing research with and for teachers and not on teachers. [1]  

I would also say workplace research implies doing research for and with students, not only on students. The presentation aims to discuss and elaborate on ideas on how to balance between researching on, now using Serder and Malmström’s words "what happens," and "what works"[2]  in the classroom where many stories often start.  

 [1] Ingrid Carlgren, 'The learning study as an approach for “clinical” subject matter didactic research', International Journal for Lesson and Learning Studies,  (2012) at? [2] Margareta Serder and Martin Malmström, 'Vad talar vi om när vi talar om praktiknära forskning?', Pedagogisk forskning i Sverige, 25/1 (2020), 106-109.