Using research to inform practice through research‐practice partnerships: A systematic literature review

Abstract Research‐practice partnerships (RPPs) have drawn a great deal of attention as promising structures for bringing educational research and practice closer together. However, RPPs may be, challenges still exist there been calls studies investigating how can be used within RPPs, to include practitioners more in the generation evidence. We address these by conducting systematic review literature on RPPs. Our 57 articles shows that is various ways inform both methods content facilitating school improvement For instance, effective PD directly applied Professional Development (PD) programme intervention, or findings an intervention facilitate teacher learning. Moreover, results suggest type affects kinds opportunities use are presented practitioners; ranging from applying (instrumental use), using extend understanding (conceptual methodologies order increase practitioners’ capacity improving education (process use). Based results, we argue interventions strongly affect teachers’ participate evidence thereby achieve democratised system.