Abstract
This article reports an investigation that studies the benefits of collaboration for professional development among in service statistics teachers with researchers connected to a university. Collaboration was born in a professional development program for statistics teachers in which statistical investigations were designed and implemented. Such a collaboration functioned as a community of practice and continued after the program had ended. Teachers and researchers worked collaboratively designing and implementing statistical investigations in the classroom. Narrative enquiry was used to describe the history of one of the participant teachers. The findings reveal that the collaboration had important implications for professional development such as: establishment of comradely relations, transformation of conceptions about statistics, and teacher empowerment.
Keywords:
Professional development; Statistics education; Collaboration; Narrative inquiry