This paper describes the potential of long-term co-operation between science educators
and science teachers concerning the teachers’ continuous professional development, based
on Participatory Action Research in science education. The discussion is based on a sixyear
case study observing a group of about ten German chemistry teachers by chemistry
educators from the university. Substantial changes in teachers’ professional habits and
views were found. These findings will be theoretically framed within the Pedagogical
Content Knowledge (PCK) debate, a model representing three different modes of action
research and the Interconnected Model of Teachers’ Professional Growth (IMTPG). The
following discussion will provide an explanation of the changes in the teachers’
professional attitudes and views. This is based on a description of overcoming the
participatory approach by addressing essential elements of teacher emancipation.
Consequences for classical approaches of in-service teacher training are discussed.