This symposium presents four case reports of an action research project conducted by teacher educators to investigate the relationship between teaching within the Hong Kong Institute of Education and the practical context in school classrooms in Hong Kong. Each presenter shares the background, rationale, theoretical framework, research design, modes of inquiry and findings based on data collected from teaching a selected teacher preparation course or in authentic classroom situations. The interactions and reflective dialogue among team members and student-teachers of diversified background have established a collaborative culture in developing effective means of linking theories and beliefs into the practical context of schools. These best practices through action research have formed a sustainable process of inquiry transferable and adaptable to other teacher educators aspired to advance in their professional career.