Purpose: The literature highlights the disconnection between university-based teacher education and field experiences as a significant barrier to student teacher preparation. To address this gap, the Research Teams (RTs) programme promotes a Networked Learning System (NLS), focusing on boundary-crossing work, inquiry and critical reflection to generate knowledge. This paper examines the emergence of relational and collective agency within this collaboration, linking school and university knowledge to enhance professional learning and drive teaching innovation. Design/methodology/approach: Employing an exploratory qualitative design, data collection includes advising team notes, reflective session materials, interviews and focus groups. Qualitative content and discourse analysis were utilised. Findings: Findings reveal how RTs promote relational agency among university tutors, school staff and preservice teachers and collective agency in the context of collaborative research. The pandemic presents both social interaction opportunities and challenges. Originality/value: The relevance of this study lies in the necessity to advance knowledge regarding the development of collaborative learning systems that encourage cross-institutional relationships, allowing for the creation and flow of knowledge. It highlights the role and development of collective and relational agency in fostering the development of a NLS. It also raises questions about the challenges and investments needed to sustain and scale collaborative research models that cross professional and institutional values and beliefs within schools and universities.