Research-Practice Partnerships in Education: Benefits, Challenges, Methodological Considerations and Key Enablers for Change
Saved in:
| Title: | Research-Practice Partnerships in Education: Benefits, Challenges, Methodological Considerations and Key Enablers for Change |
|---|---|
| Language: | English |
| Authors: | Sarah McGeown (ORCID |
| Source: | British Journal of Educational Psychology. 2026 96(1):1-13. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Research and Development, Theory Practice Relationship, Foreign Countries, Partnerships in Education, Educational Research, Influences, Barriers, Methods, Educational Change |
| Geographic Terms: | Sweden, Norway, Germany, United Kingdom (England), United Kingdom (Scotland) |
| DOI: | 10.1111/bjep.12785 |
| ISSN: | 0007-0998 2044-8279 |
| Abstract: | Background: Research-practice partnerships reflect collaborations between researchers and practice-based professionals to co-produce new research knowledge and are often cited as one way to narrow the widely recognized gap between research and practice. Within the context of education, research-practice partnerships draw upon the knowledge, expertise and experience of researchers and practice professionals with the aim of co-producing methodologically robust and educationally relevant research aligned with priorities of practice. Over the last decade, this methodological approach has been gaining traction, yet it is not without its challenges and methodological considerations, which need to be understood and carefully navigated as this trajectory seems set to continue. Aims: This article reviewed the benefits, challenges and methodological considerations associated with research-practice partnerships, and proposes four key enablers--infrastructure, funding, training and incentives--for research-practice partnerships to be optimally introduced, embedded and sustained. Methods: Drawing upon the research literature and diverse examples of infrastructure, funding, training and incentives across different European contexts, specifically Sweden, Norway, Germany, England and Scotland, this article aimed to synthesize academic and real-world insights to advance knowledge and thinking in this area. Conclusions: This article provides a contemporary account of key enablers that can initiate, develop, and sustain research-practice partnerships, drawing on insights from the research literature and illustrative examples of existing structures. In doing so, it aims to make a significant contribution to knowledge, thinking and potentially practice, as we work more collectively and productively together to reduce education inequalities and improve the educational experiences and outcomes of children and young people. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496089 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Background: Research-practice partnerships reflect collaborations between researchers and practice-based professionals to co-produce new research knowledge and are often cited as one way to narrow the widely recognized gap between research and practice. Within the context of education, research-practice partnerships draw upon the knowledge, expertise and experience of researchers and practice professionals with the aim of co-producing methodologically robust and educationally relevant research aligned with priorities of practice. Over the last decade, this methodological approach has been gaining traction, yet it is not without its challenges and methodological considerations, which need to be understood and carefully navigated as this trajectory seems set to continue. Aims: This article reviewed the benefits, challenges and methodological considerations associated with research-practice partnerships, and proposes four key enablers--infrastructure, funding, training and incentives--for research-practice partnerships to be optimally introduced, embedded and sustained. Methods: Drawing upon the research literature and diverse examples of infrastructure, funding, training and incentives across different European contexts, specifically Sweden, Norway, Germany, England and Scotland, this article aimed to synthesize academic and real-world insights to advance knowledge and thinking in this area. Conclusions: This article provides a contemporary account of key enablers that can initiate, develop, and sustain research-practice partnerships, drawing on insights from the research literature and illustrative examples of existing structures. In doing so, it aims to make a significant contribution to knowledge, thinking and potentially practice, as we work more collectively and productively together to reduce education inequalities and improve the educational experiences and outcomes of children and young people. |
|---|---|
| ISSN: | 0007-0998 2044-8279 |
| DOI: | 10.1111/bjep.12785 |
