The inclusion of student–teacher research (STR) in initial teacher education (ITE) is a debated concept. In India, STR in ITE remains underexplored in practice and research. Even though STR has been a compulsory part of the curriculum of an innovative 4-year undergraduate ITE, Bachelor of Elementary Education (BElEd) programme, a systematic analysis of this component is still awaited. This study explores the concept of STR in ITE in the Indian context by analysing the STR projects undertaken by BElEd graduates. It examines the nature of inquiry in selected student–teacher projects to understand how STR contributes to teacher development, inquiry skills and knowledge production. The study, conceptualised in the self-study genre of research, has analysed data from the STR reports of 26 BElEd graduates. The findings indicate that the outcomes of the STR projects do not align with the intended vision of preparing the student–teachers to contribute to knowledge-for-practice, as these lack conceptual and methodological rigour. However, STR has its own merit as an idiosyncratic space that allows the student–teachers to explore experiences and ideas, build perspectives and identify theory-practice gaps. The study presents some possibilities opened by STR in ITE.
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