In England, educational research is increasingly driven by large-scale methodologies and ethical considerations aimed at identifying effective classroom strategies. Government policies and school inspections further emphasize the need for schools to adopt 'evidence-informed practice'. Whilst this encourages teacher engagement with research, it also promotes a 'what works' agenda, which has led to the prioritization of specific types of evidence and potentially stifling professional curiosity and autonomy.

This paper investigates the transformative potential of the Close to Practice (CtP) partnership model, which integrates school partners into small-scale research projects. This model challenges traditional research hierarchies and fosters greater engagement among local stakeholders by reaffirming teacher expertise. The CtP model seeks to address the specific needs of educational practitioners, creating a research culture that is inclusive and collaborative.

Our study explores the dynamics of conducting 'Close to Practice' research in collaboration with practitioners. It examines how researchers can genuinely engage within educational settings to identify local needs, ensuring that research is relevant and driven by the actual needs of the educational community.

The methodology is qualitative, involving interviews with four pairings of higher education-based researchers and school-setting practitioners over one academic year. Three workshops focused on creative methodology, research ethics, and dissemination, shaping the research projects and enhancing professional development.

The study employs thematic analysis of participant interviews and regular feedback, capturing the iterative nature of the research process. It aims to provide a deeper understanding of research culture, boundary-spanning practices, and engagement with CtP initiatives.

The project aimed to establish meaningful partnerships between research and practice, co-constructing locally relevant research agendas. The qualitative data identifies conditions necessary for effective partnerships. By fostering co-research and partnership, this approach advocates for a more equitable and participatory research environment, enhancing the professional autonomy and agency of educators.

This paper contributes to the discourse on educational research by highlighting the importance of local, practice-oriented partnerships. It underscores the need for a shift from hierarchical research models to collaborative approaches that value teacher expertise. This approach offers a pathway toward more responsive and effective educational practices tailored to the unique contexts of individual schools and communities.

In conclusion, the presentation will introduce delegates to the project and its findings, presenting guidance for creating non-hierarchical, empowering spaces for CtP partnerships. By valuing teacher expertise and fostering inclusive research cultures, the model aims to enhance professional development and promote innovative, contextually relevant educational practices.

Keywords: Development, research, practitioner researcher, partnership.