The last decade has witnessed a strong increase in mutuallybeneficial collaboration between researchers and practitioners. This presentation focuses on one such form of collaboration: Design-centric partnerships. Design-centric partnerships between researchers and practitioners typically aim to: Create resources to support active pedagogies; contribute to the professional development of those involved; and advance theoretical understanding. This is because design-centric partnerships are highly ambitious and realizing their potential can be quite challenging. This presentation discusses the risks and the warrants of design centric partnerships for teacher learning. It begins by outlining key mechanisms for teacher learning, and then discusses how teachers can grow professionally from engaging in the processes of creating and supporting active pedagogies. It then discusses considerations for shaping design-centric partnerships specifically to foster those processes. Examples of design-centric partnerships for science education will be given, along with recommendations for teachers, researchers and policy makers.