This paper examines a university professor's roles in and experiences with teacher action research to promote professional development. The first section discusses the importance of linking preservice teacher action research investigation with inservice action research teams in schools. It explains that this approach begins with a structure and organization for partnership among experienced and inexperienced teacher researchers. The second section focuses on mutual inquiry on an identified curricular theme or topic, which is taught at both the university and school level. This section explains that the strategy begins with the substance and not the procedure for doing research. The third section discusses how to facilitate the partnering of institutions by bringing teachers together across school systems for shared action research. The paper concludes that teacher action research has provided a forum for self-study and ongoing analysis of paths toward change in schools. It suggests that it is important to find and articulate the bridges between individual teacher research and large-scale action research. (Contains 20 references.) (SM)