This article provides a brief review of three papers. It is specifically focused on Early Career Teachers (ECTs) ownership and integration of the "research process" as part of a legitimate and sustainable process of integrating research into professional practice. All of the ECTs followed a similar structure for the presentation of their papers, and offered logical considerations and research-informed decisions aligned with the research process, presenting appropriate conclusions and recommendations based on their analysis of data and discussion as part of conducting a research project in their workplace. Consequently, all papers on one level presented evidence of integration of research into their practice. However, differences are evident in the ways in which the ECTs distinguish themselves in terms of the level of integration of the "research process" within their workplace. The most striking element associated with this is how their roles and responsibilities were used to frame "the problem" and nature of the subsequent integration of the research process beyond themselves in the workplace and explicitly involving colleagues across the school. This seems to be part of taking ownership of things which will be used to judge them, for example, any formal responsibilities for the quality of teaching and learning they have beyond their own class teaching. The papers discussed here include: (1) "The Role of Research in Teacher Education: Reviewing the Evidence. Final report of the British Educational Research Association (BERA-RSA) inquiry"(BERA-RSA) 2015; (2) The Beginnings of School Led Teacher Training: New Challenges for University Teacher Education. School Direct Research Project Final Report (Brown, T., H. Rowley, and K. Smith. 2016); and (3) "The Contribution of Educational Research to Teachers' Professional Learning: Philosophical Understandings." Oxford Review of Education 41 (2):145-153.