Unlocking teachers’ generative AI-oriented professional learning through research–practice partnerships

Abstract

Research–practice partnerships (RPPs) offer a powerful model for enhancing English language teachers’ professional learning by fostering collaboration between educators and researchers. This article examines how RPPs enable sustained, practice-based inquiry, empowering teachers to shape their own development while addressing real-world challenges. Drawing on a study conducted in Malta, the article demonstrates how RPP fostered teachers’ confidence to navigate Generative AI effectively while enhancing their practices as writing instructors. It highlights how collaborative, evidence-based decision-making and shared reflection allowed practitioners to apply theoretical insights to practical challenges, creating context-responsive learning experiences that enhanced both teacher efficacy and learner outcomes.