Enhancing practitioner research in school settings: insights from close-to-practice partnerships

This article presents a case study on the development and implementation of Close-to-Practice (CtP) research partnerships at a UK university, designed to enhance teacher professional learning through collaborative inquiry. CtP research positions educators as co-researchers, fostering practitioner agency, identity, and context-awareness while bridging the gap between academic research and classroom practice. Drawing on qualitative data from workshops, interviews, and reflective accounts, the study examines how structured professional development, creative and ethical research approaches, and cross-disciplinary collaboration empower teachers to engage meaningfully with research. Findings are presented under six themes: professional development, creative and ethical methodologies, collaboration across disciplines, power dynamics, impact on practice, and conference experience. These highlight both opportunities and challenges, including tensions around time and authority, as well as the transformative potential of CtP partnerships for embedding research into everyday practice. The article concludes with recommendations for integrating CtP approaches within institutional professional development frameworks to support sustainable growth, confidence, and a culture of inquiry.