There is growing interest in the use of research-practice partnerships in education, in an attempt to narrow the widely recognized gap between educational research and practice. However, there is a tendency for partnership research to be weighted towards first-person accounts and the majority of literature comes from the US. This article describes the process of researcher-teacher collaboration to co-design an educational program, and teachers’ evaluation of this process, set within the context of a longer-term research-practice partnership in the UK. This paper discusses the benefits, challenges and methodological considerations associated with research-practice partnerships. Implications for future research-practice partnerships are highlighted, as are lessons learnt for those interested in working collaboratively and productively at the intersection of research and practice.
|Number of pages
|International Journal of Educational Research
|Published - 6 Jan 2023
Bibliographical noteFunding Information:
We would like thank all teachers involved in the co-design of the Love to Read program, and our practice partners, Christina Clark, Megan Dixon, Helen Fairlie, Katrina Lucas and Katherine Wilkinson, for their contribution to the entire project. The project was funded by The Nuffield Foundation.