This article explores school–university partnerships in educational research and is written from the perspective of the university partner. It explores three main questions: Why engage in teacher research? Why do it in a partnership? What are the benefits, limits and difficulties? The author draws on her experience of two collaborations, where the university and teachers were co-researchers, to inform the exploration of these three questions. She also explores and reflects on current research and policy initiatives in the United Kingdom.
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Colleen McLaughlin (2004) studied this question.
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