This contribution describes what is meant by 'partnerships', 'lifelong learning' and 'action repertoires ' in the SEQUETTE project, and how these concepts will inform its research methods and questions. The use of partnerships in research implies not only the sharing of facilities or findings but the co-creation of knowledge (Furlong et al., 1996). Given equality of power and status between partners, knowledge production within partnerships should be a process of mutual inquiry, analysis and validation. Thus, 'partnership' is built into the methodology of the project, underpinning the validity of its analytical methods. Furthermore, if we accept that partnerships are an integral part of teacher education, lifelong learning becomes a systemic, rather than an individual process, since the acquisition or development of new knowledge is located in networks which provide the necessary space, time and relationships. Finally, the action repertoires of teachers are themselves not simply individual 'to do lists' but are afforded collaboratively by the organisation of the school, the topic being taught and the ability and willingness of pupils to engage in learning. Individuality, however, manifests itself through reference knowledge which teachers develop through experience (Grangeat & Gray 2007; also see Grangeat paper in this document). The paper will extend these arguments and provide supporting evidence from recent research in the area.