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Both thematic analysis and discursive analysis were employed as strategies to scrutinize the data.  \nFindings: We categorize teachers’ learning into five achievements: outcome, processual, democratic, catalytic, and dialogic achievement. A further examination highlights seven successive learning actions composing an implicit mechanism to facilitate these achievements: questioning, analyzing, modeling, examining, implementing, reflecting, and consolidating.  \nOriginality/Value: Through this longitudinal study, we more comprehensively record details about teachers’ learning as they conduct their own research. Although school–university heterogeneous collaboration has potential conflicts, teachers can improve their problem-solving and knowledge creation and sharing abilities, promoting a sense of professional accomplishment.  \nCorresponding author:  \nChi-yang Chung, Faculty of Education, Jinggangshan University, Jiangxi, China.  \nEmail: [nu10177@gmail.com](nu10177@gmail.com)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nThese findings also suggest the need to reconsider the authentic process of teacher research, atask equally significant for international educators.  \nKeywords  \nLearning achievements, learning actions, school–university partnerships, teacher learning, teacher research  \nDate received: 26 January 2021; revised: 20 May 2021; accepted: 12 July 2021  \nIntroduction  \nTeacher research has recently gained popularity as a crucial factor in the professional learning and development of teachers worldwide (Cheng & Li, 2020; Dunn et al., 2019; Lambirth & Cabral, 2017) . The growing interest in “teachers as researchers” (Stenhouse, 1981) emerges from the demand for teaching competencies necessitated by educational reforms requiring changes in both teachers’ practices and ways of thinking. A common approach to teacher research is school–university partnerships (Tsui & Law, 2007), wherein teachers, who are not researchers as such, function in that capacity through the facilitation of university experts serving as teacher educators.  \nExisting research suggests that teacher–university researcher collaboration significantly contributes to teachers’ professional development (Baumfield & Butterworth, 2007; Burton & Barlett, 2005; Tsui & Law, 2007) . Thus, teachers and researchers exchange experiences, promoting meaningful mutual learning during such collaborations (Dresner & Worley, 2006) . Recently, van Schaik et al. (2018) revealed that the school–university partnership is an e","cbCaiop2VyqnclGf","https://ap.wps.com/l/cbCaiop2VyqnclGf","pdf",423367,22,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction\n## Teacher research and school–university partnerships\n## Research gap and study aims\n# Conceptual framework and research questions\n## Learning achievements and learning actions","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study explores the achievements and the process of Chinese primary schoolteachers’ learning in a research-based school–university collaborative project.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"Data were collected through participatory observations of weekly meetings, teacher interviews, and participants’ reflective journals. The study used thematic analysis and discursive analysis to scrutinize the data.\"},{\"question\":\"What learning achievements and actions did the study identify?\",\"answer\":\"Teachers’ learning achievements are categorized into five types: outcome, processual, democratic, catalytic, and dialogic achievements. Seven successive learning actions—questioning, analyzing, modeling, examining, implementing, reflecting, and consolidating—compose an implicit mechanism supporting these achievements.\"}]","Learning by Researching: Achievements and Actions of Teacher Learning in a School - University Collaborative Project | PDF",1792092571,55]