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Processes of change in student-teacher partnerships: a review of literature.

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Title: Processes of change in student-teacher partnerships: a review of literature.
Authors: Strijbos, Jetske1,2 (AUTHOR) jetske.strijbos@uhasselt.be, Vaesen, Joost2 (AUTHOR)
Source: Educational Action Research. Feb2026, Vol. 34 Issue 1, p61-82. 22p.
Subject Terms: *Partnerships in education, *Educational change, *Teaching methods, *Student participation, *Self-efficacy in students, *Action research in education, Social skills
Abstract: Numerous national curricula emphasize the importance of citizenship competences, some of which are best achieved through student participation. Engaging in partnerships between students and teachers, as a form of student participation, holds the potential to foster sustainable change in both school practices and student outcomes. It is assumed that such change is spurred by constructive disruptions. To gain a comprehensive understanding of the change processes inherent in student-teacher partnerships, a systematic literature review is conducted. Findings from 24 qualitative empirical studies report on interventions where students and teaching staff collaboratively engage in research and development activities at school. The results indicate that both students and teachers perceive partnering as a challenging process that catalyzes change in three areas: encouraging voice (towards mutual relationships), challenging power (towards more equitable roles), and promoting agency (towards responsible action). In navigating these intertwined domains, partnering provokes disruption, leading to reflective processes among participants and ultimately reshaping educational practices. Furthermore, several conditions are identified to optimize the transformative potential of student-teacher partnerships. [ABSTRACT FROM AUTHOR]
Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Processes of change in student-teacher partnerships: a review of literature.
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  Data: <searchLink fieldCode="AR" term="%22Strijbos%2C+Jetske%22">Strijbos, Jetske</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> jetske.strijbos@uhasselt.be</i><br /><searchLink fieldCode="AR" term="%22Vaesen%2C+Joost%22">Vaesen, Joost</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Action+Research%22">Educational Action Research</searchLink>. Feb2026, Vol. 34 Issue 1, p61-82. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Partnerships+in+education%22">Partnerships in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+participation%22">Student participation</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research+in+education%22">Action research in education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink>
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  Data: Numerous national curricula emphasize the importance of citizenship competences, some of which are best achieved through student participation. Engaging in partnerships between students and teachers, as a form of student participation, holds the potential to foster sustainable change in both school practices and student outcomes. It is assumed that such change is spurred by constructive disruptions. To gain a comprehensive understanding of the change processes inherent in student-teacher partnerships, a systematic literature review is conducted. Findings from 24 qualitative empirical studies report on interventions where students and teaching staff collaboratively engage in research and development activities at school. The results indicate that both students and teachers perceive partnering as a challenging process that catalyzes change in three areas: encouraging voice (towards mutual relationships), challenging power (towards more equitable roles), and promoting agency (towards responsible action). In navigating these intertwined domains, partnering provokes disruption, leading to reflective processes among participants and ultimately reshaping educational practices. Furthermore, several conditions are identified to optimize the transformative potential of student-teacher partnerships. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09650792.2025.2531174
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      – Code: eng
        Text: English
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        StartPage: 61
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        Type: general
      – SubjectFull: Educational change
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      – SubjectFull: Teaching methods
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      – SubjectFull: Action research in education
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      – SubjectFull: Social skills
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              Text: Feb2026
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              Y: 2026
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