Teachers have tended to be underestimated as experts of their own practice and relegated to a technical role. In this context, action research appears as a form to legitimate teachers as active agents and producers of educational knowledge. This article aims to examine how a collaborative research–practice partnership between schools and universities in Chile fosters teachers’ role as researchers. It adopts a qualitative methodology based on thematic analysis of data collected from questionnaires and focus groups. In particular, it reports perceptions of in-service teacher researchers who conducted research projects between 2016 and 2017 as a part of a researcher–practitioner partnership strategy implemented by a university in Chile. The findings suggest that the partnerships were highly valued among teachers because the partnerships allowed them to develop pedagogical reflection towards the improvement of their practices and required particular awareness and recognition of roles and the relationships between practical and theoretical knowledge. Finally, possibilities for strengthening teachers’ role as researchers and collaborative research are presented at the end of the article.

中文翻译：

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作为研究人员的教师：反思智利学校和大学之间研究与实践伙伴关系的挑战

教师往往被低估为他们自己实践的专家，并被降级为技术角色。在这种情况下，行动研究似乎是合法教师作为教育知识的积极代理人和生产者的一种形式。本文旨在研究智利学校和大学之间的合作研究与实践伙伴关系如何培养教师作为研究人员的角色。它采用基于对从问卷和焦点小组收集的数据进行专题分析的定性方法。特别是，它报告了在 2016 年至 2017 年期间进行研究项目的在职教师研究人员的看法，作为智利一所大学实施的研究人员-从业人员伙伴关系战略的一部分。研究结果表明，这种伙伴关系在教师中受到高度重视，因为这种伙伴关系使他们能够进行教学反思以改进他们的实践，并且需要对角色以及实践知识和理论知识之间的关系有特别的认识和认识。最后，文章结尾提出了加强教师作为研究人员和合作研究的作用的可能性。