Abstract:Teachers have tended to be underestimated as experts of their own practice and relegated to a technical role. In this context, action research appears as a form to legitimate teachers as active agents and producers of educational knowledge. This article aims to examine how a collaborative research–practice partnership between schools and universities in Chile fosters teachers’ role as researchers. It adopts a qualitative methodology based on thematic analysis of data collected from questionnaires and focus gro… Show more
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