The original publication is available at: http://www.springerlink.com/content/6682112288p0m763/ Eri, Thomas. (2013). The best way to conduct intervention research: methodological considerations. Quality & Quantity, 47(5), 2459-2472. doi: 10.1007/s11135-012-9664-9 The best way to conduct intervention research: methodological considerations Thomas Eri Abstract This article is a theoretical contribution to the debate about which qualitative Intervention methodology is best suited to building stronger partnerships between researchers and practitioners in educational research. In the first part of this article, two types of intervention methodologies gaining impact in the field are ĐoŶtƌasted iŶ light of Yƌjö EŶgestƌöŵs criticism. This discussion lays the groundwork for the main claim in the second part of this aƌtiĐle that dialogiĐal ǁoƌk ďetǁeeŶ ƌeseaƌĐheƌs aŶd pƌaĐtitioŶeƌs foĐusiŶg oŶ ĐoŶtƌadiĐtioŶs aŶd the oďjeĐt of aĐtiǀitLJ, ĐaŶ pƌoǀide aŶalLJtiĐal tools to iŵpƌoǀe uŶdeƌstaŶdiŶg of challenges in intervention research. Keywords Intervention research · Qualitative methodology · Educational design research · Change laboratory · Activity theory · Contradictions Abbreviations EDR Educational design research CHAT Cultural–historical activity theory 1 Introduction The change laboratory (Change Labs), developed by Engeström and his colleagues, and the broader concept of educational design research (EDR) are both intervention methodologies