This paper focuses on partnership between university and schools through exploring how university researchers facilitate democratic professional development projects. The role of the facilitator in Nordic educational action research is influenced by the democratic traditions of study circles and dialogue conferences that started in working life and was introduced in education during the 90s (Rönnerman, Furu & Salo 2008). The inquiry is based on three on-going projects; “Dialogue Conferences” (Norway), “Research Circles” (Sweden) and “Tailored Professional Development” (Finland). Through a narrative approach we explore how our own sayings and doings (as facilitators) enable and constrain democratic partnerships (relatings) and professional development in long-term projects with practitioners. The data material consists of research diaries, reflective writings and meeting notes. The result contributes with I) descriptions of professional development projects aiming for democratic education, i.e. education where all partners participate on equal terms and contribute with knowledge and experiences, II) deeper understanding of the practices of facilitating in different Nordic countries and also the practice architectures (Kemmis & Grootenboer 2008) that enable and constrain sustainable and democratic partnerships. These insights provide an extensive Nordic perspective on partnership with thorough descriptions from Nordic traditions that may open new perspectives globally. References: Kemmis, S. & Grootenboer, P. (2008). Situating praxis in practice. In S. Kemmis & T.J. Smith (eds.) Enabling Praxis: Challenges for education. Rotterdam: Sense. Rönnerman, K., Moksnes Furu, E. & Salo, P (Eds.). (2008) Nurturing Praxis: Action research in partnerships between school and university in a Nordic light. Rotterdam: Sense.