The Effects Of Collaborative Action Research On Preservice And Experienced Teacher Partners In Professional Development Schools
Bibliographic Data
| ID | 4869904 |
|---|---|
| Authors | Barbara B Levin (University of North Carolina at Greensboro), Tracy C Rock (University of North Carolina at Charlotte), Tracy Rock (University of North Carolina at Charlotte) |
| Year | 2003 |
| Volume | 54 |
| Issue | 2 |
| Pages | 135-149 |
| Publication date | 2003-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487102250287 |
| OpenAlex | W2005888052 |
| Language | EN |
| Citations received | 40 |
| References cited | 22 |
This study describes the perspectives of five pairs of preservice teachers and their experienced mentor teachers who engaged collaboratively in planning, implementing, and evaluating action research projects during a semester-long internship experience in their professional development school sites. The views of novice and experienced teachers about the costs and benefits of doing collaborative action research are presented, and the authors elaborate on the development of the mentor/mentee relationship between the preservice and experienced teacher pairs. The authors also offer guidelines for successfully engaging preservice and experienced teachers in collaborative action research
Action (physics) · Action research · Faculty Development · Internship · Mathematics education · Medical education · Pedagogy · Professional development · Teacher education · Collaborative Teaching and Inclusion · Education and Technology Integration · Medicine · Psychology · Teacher Education and Leadership Studies
Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives
Difficulties Facing Novice Teacher-Researchers in Terms of Working Conditions and the Support They Need
Teacher Study Groups
Exploring the Connections Between Action Research and Teacher Leadership
Los estudiantes de Educación Primaria como co-creadores del currículo
Empowering Current and Future Educators
Incremental Growth through Professional Learning Communities of Math Teachers Engaged in Action Research Projects
Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom
Investigating the impact of a Freirean informed coach education programme
Collaborative autoethnography as a Tool for Research–Practice partnerships
A journey of collaborative inquiry
Promoting reflection through an engaged action research practicum
Enabling ambitious science teachers in urban challenging settings
Developing student-researchers in primary schools through inclusive inquiry
Understanding STEM Teachers’ Power Distance Values from a Sociocultural Perspective on Interdisciplinary Collaboration
Internship integrated practitioner research projects foster student teachers’ professional learning and research orientation
Becoming teacher-researchers
Teacher learning from a socio-cultural lens
What about research and evidence? Teachers’ perceptions and uses of education research to inform STEM teaching
Mentor Coaching to Help Pre-Service Teachers in Designing an Effective Lesson Plan
The missing voices
The Rope Dance
Why Should I Study English If I'm Never Going to Leave This Town?” Developing Alternative Orientations to Culture in the EFL Classroom through CAR
Professional development through action research
EFL teacher self-efficacy development in professional learning communities
Professional development of teachers—A prerequisite for AfL to be successfully implemented in the classroom
Concept maps of Korean EFL student teachers’ autobiographical reflections on their professional identity formation
Preservice teachers’ inquiry in a professional development school context
Cross-country collaboration in pursuit of powerful teacher professional learning
A Dynamic Integrated Approach to teacher professional development
Theory–practice dichotomy in inquiry
Measuring teachers' and student teachers' perceptions of practice-based research in PDS and non-PDS settings
Benefits of collaborative action research for the beginning teacher
Pre-service teachers as members of a collaborative teacher research team
Teachers and pre-service teachers as partners in collaborative teacher research
Toward a theory of action for practitioner inquiry as professional development in preservice teacher education
Effects of Lesson Study on the Perceived Teaching Competencies of Mathematics and Special Education Teachers
Le tutorat en formation initiale des enseignants
Investigating the Content and Sources of Teacher Candidates' Personal Practical Theories (PPTs)
Teacher Mentoring in Service of Preservice Teachers' Learning to Teach
The Action Research Planner
Policies That Support Professional Development in an Era of Reform
Learning to Teach against the Grain
Case Study Research
The art of case study research
Becoming Critical
Teachers’ experience doing action research
American Educational Research Association
The Right to Learn and the Advancement of Teaching
Collaboration as Dialogue
The Challenge of Studying Collaboration
Qualitative Data Analysis
What kind of knowing is critical action research
Utilizing action research in graduate curriculum courses
| Unique citing works | 40 |
|---|---|
| Citations per year | 1,9 |
| Citation span | 2005 - 2026 (22) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 39 |