Abstract:

This article presents a case study on the development and implementation of Close-to-Practice (CtP) research partnerships at Nottingham Trent University, aimed at enhancing 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 explores how structured CPD, creative methodologies, and cross-disciplinary collaboration empower teachers to engage meaningfully with research. Key enablers include relational trust, shared purpose, and institutional support, while challenges such as time constraints and power dynamics are acknowledged. The findings demonstrate that CtP partnerships can embed research into everyday practice, enhance teacher confidence, and promote a sustainable culture of inquiry. The article concludes with strategic recommendations for embedding CtP approaches within institutional professional development frameworks to support long-term growth and impact.

Keywords:

Close-to-Practice research, professional learning, practitioner inquiry, collaboration, teacher identity, power dynamics.