Teacher-researcher dialogue… 1 Hakkarainen, K., Bollström-Huttunen, M., & Hoffman, R. (2008) Teacher-researcher dialogue and expansive transformation of pedagogical practices. Nordic Journal of Digital Literacy, 3, 157-178. A DRAFT OF Teacher-researcher dialogue and expansive transformation of pedagogical practices Hakkarainen, K. 1 , Bollström-Huttunen, M. 2 & Hofmann, R. 3 1 Department of Education, University of Helsinki 2 Helsinki City Department of Education 3 Faculty of Education, University of Cambridge Abstract The purpose of the present article is to examine expansive transformation of pedagogical practices prevailing at elementary-level education. Toward that end, it addresses the dynamic interface that emerges in collaborative relations between teacher-practitioners and academic researchers. Pursuit of pedagogical innovations in the context of computer-supported learning requires interaction across the disciplinary borders that often separate practitioners and researchers in education. The article introduces the pedagogical model of progressive inquiry and describes an elementary-school students‟ study project in which the model was applied by the teacher participant. Dialogues between a teacher and a researcher are used to illustrate cognitive, social and emotional challenges involved in teacher-researcher interaction, in using PI in education and in the overall pedagogical transformation that is entailed. The experiences of the project indicated that the network-based learning environment should not necessarily be considered as the space for sharing knowledge and collaborative knowledge building. Rather, at least in the present PI project, the network-based environment functioned as a space for gathering knowledge and documenting the process of knowledge building while the actual sharing of knowledge took place in the face-to-face discussion in the classroom, i.e. in the physical space. Keywords: collaborative technology, knowledge building, progressive inquiry, teacher‟s voice 1. Introduction: A Dynamic Interface of Teacher-Researcher Interaction The purpose of the present paper is to describe pedagogical transformations involved in creating a Progressive Inquiry (PI) culture in the context of computer-supported collaborative learning (CSCL). Progressive inquiry is a pedagogical approach oriented to facilitate collaborative inquiry- learning in general and Computer-Supported Collaborative Learning (CSCL) in particular. It has been created by Kai Hakkarainen and his colleagues in Finland (Hakkarainen, 1998; Hakkarainen, Palonen, Paavola, & Lehtinen, 2004; Muukkonen, Lakkala, & Hakkarainen, 2005) on the basis of Carl Bereiter‟s (2002; Scardamalia & Bereiter, 1994) knowledge-building approach. The progressive inquiry approach has become relatively popular in Finland; many schools, provincial departments of education, and teacher-education institutions have made it a central foundation of