Objectives This paper focuses on how teachers construct the activity of research and how it contributes to their professional learning and development (PLD). In particular: (1) What kind of research do teachers in Shanghai and England do as part of their PLD? (2) How does research contributes to their PLD? (4) How do teachers in England and Shanghai understand practice-based research? (5) What factors are underpin the differences? Methods This is a mixed-method study using questionnaire and interview data. Analysis of questionnaire responses at teacher and school levels in Shanghai and England provide broad patterns of practice-based research activity and of teachers’ beliefs about the nature, role and importance of participation in research. This quantitative picture will be explored and expanded using data from observations and interviews with teachers and school leaders. Results A greater proportion of teachers in Shanghai report participation in research than in England. Most research in both countries is within-school projects, although cross-school projects are reported in England. Shanghai teachers are more likely to see research as an assignment to be completed for accountability reasons. Teachers in England focus on the enquiry process and do not feel so obliged to participate. The term “research” is problematic in both languages. Activities termed “research” in Shanghai may be labelled “curriculum development’ by English teachers. Teachers in Shanghai have low levels of research-literacy but receive more external support to research than UK teachers. In Shanghai, the teachers report that research contributes to their personal professional development, rather than making a contribution to students’ outcomes. In England, teachers are more likely to relate the outcomes of research to pupil outcomes. Scholarly Significance The very different constructions of research this study emphasises the centrality of practice-based enquiry and reflection for teachers. This raises questions of whether and how this can be mandated and supported effectively in different cultures. For teacher educators, the study raises questions about the role of research in PLD; For scholars, it contributes to the debate about research and its relationship with middle level school reform.

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