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Purpose: This study explores the achievements and process of a group of Chinese primary school teachers learning from a research-based school--university collaborative project. Design/Approach/Methods: We used qualitative methods to construct our research design, collecting data through participatory observations of weekly meetings, teacher interviews, and participants' reflective journals. Both thematic analysis and discursive analysis were employed as strategies to scrutinize the data. Findings: 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. Originality/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. These findings also suggest the need to reconsider the authentic process of teacher research, a task equally significant for international educators. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to identify the potential attributes of teacher leadership among preservice teachers with higher levels of reflection, especially in the Chinese context. Design/Approach/Methods: A mixed research method was adopted in this study. First, a quantitative research method was conducted to examine preservice teachers' reflection depth. The top 10% of the preservice teachers with higher levels of reflection were selected as the target respondents for comparison. Second, qualitative data analysis was conducted to identify potential attributes of emergent teacher leadership in these preservice teachers. Findings: This study identified five potential attributes of emergent teacher leadership among preservice teachers who showed deeper reflection depth. Additionally, this study identified how the unique attributes fit into preservice teachers' professional development in the Chinese context. Originality/Value: This study proposes a new development model to develop preservice teachers that emphasizes the role of continuous reflections in context for professional growth. This study holds implications for understanding the potential attributes of emergent teacher leadership among Chinese preservice teachers. Additionally, this study appeals to the importance of cultivating preservice teachers to practice teacher leadership during the teacher training stage to support them to become outstanding future teachers. [ABSTRACT FROM AUTHOR]