Aspects of school–university research networks that play a role in developing, sharing and using knowledge based on teacher research

School–university research networks aim at closer integration of research and practice by means of teacher research. Such practice-oriented research can enhance teachers’ professional knowledge development, and can benefit both schools and university. This paper reports on 21 participants of a school–university research network embedded in a Master’s program. The main question was: which aspects of a school–university research network play a role in processes of developing, sharing and using knowledge based on research by Master’s students? Fifteen network aspects were distinguished, which together provide a useful framework for better understanding and further study of knowledge processes in school–university research networks.

Research highlights
► The integration of three perspectives on a network (i.e. members, relationships, context of events) contributes to better understanding of knowledge processes that take place within school–university research networks;
► Fifteen network aspects were distinguished that play a role in processes of developing, sharing and using knowledge based on research by Master’s students. Together they provide a useful framework for better understanding and further study of knowledge processes in school–university research networks;
► A coding system was developed to analyze aspects that play a role in knowledge processes within a school–university research network. This coding system can support further exploration of the relationships between the three knowledge processes (developing, sharing, using) and the aspects of the three network elements (members, relationships, context of events).