The educational research tradition is nowadays confronted with the growing questioning about the social validity of the knowledge produced, particularly in what concerns the extent to which the new knowledge is adequate and useful to the renewed school we are aiming to build. This perspective emphasizes the relevance of studies leading to a better understanding of the relations between researchers and teachers in the educational knowledge construction process. Following a recently developed study, we interviewed three teachers who share the same awareness of the need to bring together research and educational action and who are trying to act accordingly in their school. The commitment revealed towards the activities that are being implemented as well as the confidence expressed regarding new possible developments evidence the role that universities and schools may play for the creation of contexts of convergence for researchers' and teachers' knowledge and practice.