After a process of competitive tendering for the provision of initial teacher education in Wales, there is an opportunity to re-examine the relationship between schools and universities. With the growing importance of research for both student and serving teachers, the Cardiff Partnership developed a model where a school-based 'Research Champion' (RC) would be an integral part of the support for capacity building and developing excellence. Although this model has previously been used in different forms at Oxford and Manchester Universities, the role was new to schools in the Cardiff Partnership. Semi-structured one-to-one interviews were conducted with a representative sample of RCs in primary and secondary schools and university staff to reflect on the challenges and opportunities in the early stages in developing this unique role in the context of an evolving education context in Wales. This study uses data from these interviews to establish key ideas around the emerging role of the RC, the shift in working relationships between schools and universities and what is needed to bridge the gap between research and practice. Interviews were transcribed and, after open-ended thematic analysis, opportunities and challenges are reported. These themes include: bridging the gap between educational research and classroom practitioners; types of knowledge drawn upon by teachers; changes in role and identity. Suggestions for further research monitoring the ongoing development of the role are suggested.

Ar ôl proses o dendro cystadleuol ar gyfer darparu addysg gychwynnol i athrawon yng Nghymru, mae cyfle i ail-edrych ar y berthynas rhwng ysgolion a phrifysgolion. Gyda phwysigrwydd cynyddol ymchwil ar gyfer athrawon ac athrawon dan hyfforddiant, datblygodd Partneriaeth Caerdydd fodel lle byddai 'Hyrwyddwr Ymchwil' yn yr ysgol yn rhan annatod o'r gefnogaeth ar gyfer meithrin gallu a datblygu rhagoriaeth. Er i'r model hwn gael ei ddefnyddio ar ffurfiau gwahanol eisoes ym Mhrifysgolion Rhydychen a Manceinion, roedd y rôl yn newydd i ysgolion ym Mhartneriaeth Caerdydd. Cynhaliwyd cyfweliadau lled-strwythuredig un-i-un gyda sampl cynrychiadol o hyrwyddwyr ymchwil mewn ysgolion cynradd ac uwchradd a staff prifysgol i adfyfyrio ar yr heriau a'r cyfleoedd yn ystod dyddiau cynnar datblygu'r rôl unigryw hon mewn cyddestun addysgol esblygol yng Nghymru. Mae'r astudiaeth yn defnyddio data o'r cyfweliadau hyn i sefydlu syniadau allweddol ynglŷn â datblygiad rôl yr hyrwyddwr ymchwil, y newid yn y berthynas waith rhwng ysgolion a phrifysgolion a'r hyn sydd ei angen i bontio'r bwlch rhwng ymchwil ac ymarfer. Trawsgrifiwyd y cyfweliadau ac, yn dilyn dadansoddi thematig penagored, nodir y cyfleoedd a'r heriau. Mae'r themâu hyn yn cynnwys: pontio'r bwlch rhwng ymchwil addysgol ac ymarferwyr yn yr ystafell ddosbarth; y mathau o wybodaeth mae athrawon yn pwyso arnynt; newidiadau mewn rôl ac hunaniaeth. Cynigir awgrymiadau am ymchwil pellach i fonitro datblygiad y rôl yn barhaus.