Aspects that play a role in developing, sharing and using knowledge in school-university research networks

School-university research partnership aim for closer integration of research and practice by means of teacher research and can benefit both schools and university. A school-university research network is regarded as an infrastructure which enables the development, sharing and use of research based knowledge. Postgraduate master's programs for experienced teachers are considered a good opportunity for developing such networks, because those programs are geared to in-service teachers that collaboratively develop knowledge in their own school by means of practice oriented research. However, questions remain on the way this research based knowledge is developed, shared and used within school and university and which features of the school-university network inhibit or promote this. This paper reports on two cases of school-university research networks and their participants. Through group interviews with these participants insight could be gained in the aspects of a school-university research network which are important in processes of development, sharing and using knowledge from teacher research. The findings of this study indicate aspects of the network members, their relationships and the context of their activities that play a role in knowledge processes in a school-university research network