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Benefits of collaborative action research for the beginning teacher


Benefits of collaborative action research for the beginning teacher

Mitchell, Sidney N. and Reilly, Rosemary C. and Logue, Mary Ellin (2009) Benefits of collaborative action research for the beginning teacher. Teaching and Teacher Education, 25 (2). pp. 344-349. ISSN 0742-051X

PDF (post-print (ie final draft post-refereeing)) - Accepted Version

Official URL: http://dx.doi.org/doi:10.1016/j.tate.2008.06.008


Beginning teachers are confronted with many issues as they begin their teaching careers, issues, such as classroom management, individual differences, behavior problems, dealing with parents, and so on. Many beginning teachers take professional development seminars in an attempt to deal with these and other issues. Professional development seminars, however, may not address the specific issues faced by beginning teachers but rather focus on approaches that are more global. In this paper, we argue that the best approach to professional development is through a collaborative action research model. By extending the partnerships established between student teachers, mentor teachers and university supervisors during student teaching into the beginning teachers’ career, many of the everyday problems can be confronted within a supportive network. Several recommendations are offered for beginning and maintaining productive CAR relationships.

Divisions:Concordia University > Faculty of Arts and Science > Applied Human Sciences
Item Type:Article
Authors:Mitchell, Sidney N. and Reilly, Rosemary C. and Logue, Mary Ellin
Journal or Publication:Teaching and Teacher Education
Date:February 2009
Keywords:collaborative action research; action research; beginning teachers; reflective practice
ID Code:6934
Deposited On:26 Nov 2010 17:01
Last Modified:02 Nov 2012 19:58
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