When teaching is considered as a collaborative activity, the aim
of research projects in schools needs to exceed the individual
and personal levels and aim to contribute to research-informed
reflection of a team of teachers. Within this multiple case study, we
adapted the graduation research project within a primary teacher
education programme, trying to bridge the personal level (where
student-teachers show their individual competence) and the
collaborative level (where the graduation research project aims to
inspire practice of several teachers within a school). In this redesign
of the graduation research project, the concepts of boundary activity,
ownership, meaningfulness and dialogue were helpful. However,
our study shows that connecting graduation research projects with
school development is not just a matter of redesigning a part of the
curriculum, but that it requires new perspectives and new qualities of
student-teachers, research supervisors from the university and actors
within the school.