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This paper articulates firstly, the main issues underpinning collaborative research which have been presented in the recent literature. Secondly, the paper reports on the collaborative approaches used in two recent studies in which the researchers worked with teachers and investigated matters of mutual interest in relation to curriculum policy formulation and practice. A number of propositions, grounded in the data, have emerged from the studies and are presented here for scrutiny. These are set within a brief review of contemporary literature, with a view to extending existing beliefs and propositions about a collaborative research approach which brings meaning to the lived experiences of people in the field. The article concludes by arguing for a critical orientation towards collaborative action research as a worthwhile means of forming a partnership between university researchers and school-based teacher-researchers for both curriculum inquiry and empowerment. It is anticipated that such a paper will 'speak' to others engaging in similar professional field-based projects and will help to sharpen their own perceptions.

This article addresses issues of professional development and professional learning within a context of curriculum leadership for effective learning and teaching. It refers, first, to a collaborative research project funded by the Australian Research Council, culminating in an emerging model of curriculum leadership; and, secondly, to two research-based professional development projects. The research approach used in the projects is articulated and the complex issues for professional learning are raised as a set of professional learning are raised as a set of propositions for ongoing conversation and debate. These propositions are an attempt to put professional learning up front in professional development activities.The emerging model of curriculum leadership, discussed in the article, has resulted from collaborative research work involving the Effective Learning and Teaching Unit of the Education Department of one Australian state (Queensland), teachers in Queensland schools and the authors. The collaboration has been ongoing for about 4 years and has included a significant research grant [3] to sustain the research in 1996 and 1997.

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