ABSTRACT
The findings from our research speak to all of the key players involved in delivering learning. Beginning with teachers, we asked: how can they, as researchers, take these insights and evidence and continue to add to them through reflexive iterations and innovations in their own understandings and practices? What are the conditions that make this possible? Can these conditions be sustained? Second, how can policymakers and managers learn from our research that will, in turn, enable them to better support teachers and learning inside and out of classrooms? Third, how can university researchers develop productive and mutually supportive researching/learning partnerships with teachers that are aimed at building a community of learners/ researchers and an ecology of knowledge production?
