Login | Register

Benefits of collaborative action research for the beginning teacher

Title:

Benefits of collaborative action research for the beginning teacher

Mitchell, Sidney N., Reilly, Rosemary C. ORCID: https://orcid.org/0000-0001-7274-4488 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

[thumbnail of post-print (ie final draft post-refereeing)]
Preview
Text (post-print (ie final draft post-refereeing)) (application/pdf)
TATE2009.pdf - Accepted Version
172kB

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

Abstract

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
Refereed:Yes
Authors:Mitchell, Sidney N. and Reilly, Rosemary C. and Logue, Mary Ellin
Journal or Publication:Teaching and Teacher Education
Date:February 2009
Digital Object Identifier (DOI):10.1016/j.tate.2008.06.008
Keywords:collaborative action research; action research; beginning teachers; reflective practice
ID Code:6934
Deposited By: Rosemary Reilly
Deposited On:26 Nov 2010 17:01
Last Modified:07 Dec 2020 20:39

References:

Allan, K. K., & Miller, M. S. (1990). Teacher–research collaboratives: cooperative professional development. Theory into Practice, 29, 196–202.

Balach, C. A. & Szymanski, G. J. (2003). The growth of a professional learning community through collaborative action research (ERIC Document Reproduction ED 477527).

Bamford, C., Boursier, J., Bresnen, K., Shank-Farah, D., Slonosky, A., DiZazzo, A. M., et al. (1999). You may call it research – I call it coping: improving professional practice and learner outcomes in the social and academic domains through collaborative action research. International Conference on Teacher Research, Mount Orford, QC, April.

Blomquist, R. (1986). Action research on change in schools: the relationship between teacher morale/job satisfaction and organizational changes in a junior high school (ERIC Document Reproduction ED 269873).

Boostrom, R., Jackson, P. W., & Hansen, D. T. (1993). Coming together and staying apart: how a group of teachers and researchers sought to bridge the “research/ practice gap.” Teachers College Record, 95(1), 35–44.

Burbank, M. D., & Kauchak, D. (2001). Action research teaming: an examination of multiple teaming confirmation. Professional Educator, 24(1), 11–23.

Burn, K. (2007). Professional knowledge and identity in a contested discipline: challenges for student teachers and teacher educators. Oxford Review of Education, 33(4), 445–467.

Burn, K., Childs, A., & McNicholl, J. (2007). The potential and challenges for student teachers’ learning of subject-specific pedagogical knowledge within secondary school subject departments. Curriculum Journal, 18(4), 429–445.

Capobianco, B., & Joyal, H. (2008). Action research meets engineering design: practical strategies for incorporating professional development experiences in the classroom. Science and Children, 45(8), 22–26.

Center for Participatory Action Research. (2008). Pepperdine University. http://cadres.pepperdine.edu/ccar/ Accessed 05.06.08.

Cochran-Smith, M. (1991). Reinventing student teaching. Journal of Teacher Education, 42, 104–118.

Cole, A. L., & Knowles, J. G. (1993). Teacher development partnership research: a focus on methods and issues. American Educational Research Journal, 30, 473–495.

Collaborative Action Research Network (CARN). (2006). An outline statement. Available from. http://www.did.stu.mmu.ac.uk/carn/whatis.shtml Accessed 24.02.06.

Connelly, F., & Clandinin, D. (1995). Teachers’ professional knowledge landscapes: Secret, sacred, and cover stories. In D. Clandinin, & F. Connelly (Eds.), Teachers’ professional knowledge landscapes (pp. 3–15). New York: Teachers College Press.

Connolly, K., & Reilly, R. C. (2007). Emergent issues when researching trauma: a confessional tale. Qualitative Inquiry, 13(4), 522–540.

Corey, S. (1953). Action research to improve school practice. New York: Teachers College, Columbia University.

Dana, N. (1992). Discovering researcher subjectivities, perceptions, and biases: a critical examination of myths, metaphors, and meanings inherent in university– school collaborative action research projects (ERIC Document Reproduction ED352342).

Dyson, L. (1997). Toward successful researcher–teacher collaboration: processes and benefits involved in developing a special education project. Alberta Journal of Educational Research, 43, 207–221.

Ericsson, K., & Smith, J. (1991). Prospects and limits of the empirical study of expertise: an introduction. In K. Ericsson, & J. Smith (Eds.), Toward a general theory of expertise: prospects and limits (pp. 1–38). Cambridge, MA: Cambridge University Press.

Farrell, J. B. (2003). Empowering beginning teachers through action research. Chicago, IL: American Educational Research Association.

Feldman, A. (1992). Models of equitable collaboration between university researchers and school teachers (ERIC Document Reproduction ED349293).

Fergus, E. O., & Wilson, C. D. (1989). Advancing educational equity through social action research: a collaborative effort between universities and schools. Equity and Excellence, 24(2), 38–45.

Fox, R. F. (ed.). (2000). Up drafts: Case studies in teacher renewal (ERIC Document Reproduction ED 444179).

Friedman, V. (2001). Action science: creating communities of inquiry in communities of practice. In P. Reason, & H.
Bradbury (Eds.), Handbook of action research: participative inquiry and practice (pp. 159–170). Thousand Oaks, CA: Sage.

Galassi, J. P., Brader-Araje, L., Brooks, L., Dennison, P., Jones, M. G., Mebane, D. J., et al. (1999). Emerging results from a middle school professional development school: the McDougle-University of North Carolina collaborative inquiry partnership groups. Peabody Journal of Education, 74, 236–253.

Gennaoui, M., & Kretschmer, R. E. (1996). Teachers as researchers: supporting professional development. Volta Review, 98(3), 81–92.

Glaser, R., & Chi, M. (1988). Overview. In M. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. xv–xxviii). Hillsdale, NJ: Erlbaum.

Grimmett, P. P. (1998). Reconceptualizing the practice of teacher preparation: on not throwing out the concurrent model with the reform bathwater. Alberta Journal of Educational Research, 44, 251–267.

Halsall, R., Carter, K., Curley, M., & Perry, K. (1998). School improvement: the case for supported teacher research. Research Papers in Education: Policy and Practice, 13, 161–182.

Herrick, M. J. (1992). Research by the teacher and for the teacher: an action research model linking schools and universities. Action in Teacher Education, 14(3), 47–54.

Hitchcock, G., & Hughes, D. (1995). Research and the teacher: a qualitative introduction to school-based research (2nd ed.). New York: Routledge.

Hodkinson, H., & Hodkinson, P. (2005). Improving schoolteachers’ workplace learning. Research Papers in Education, 20, 109–131.

Holm, D. T., Hunter, K., & Welling, J. (1999). Supporting systematic change through action research (ERIC Document Reproduction ED429957).

Johnson, B., & Johnson, K. (2002). Learning from warthogs and oxpeckers: promoting mutualism in school and university partnerships. Educational Action Research, 10(1), 67–82.

Johnson, E. (1988). Expertise and decision under uncertainty: performance and process. In M. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. 209– 228). Hillsdale, NJ: Erlbaum.

Kagan, D. (1992). Implications of research on teacher belief. Educational Psychologist, 25(1), 65–90.

Kember, D., Tak-Shing, H., Bick-Har, L., Lee, A., Ng, S., Yan, L., et al. (1997). The diverse role of the critical friend in supporting educational action research projects. Educational Action Research, 5, 463–481.

Kemmis, S. (2001). Exploring the relevance of critical theory for action research: emancipatory action research in the footsteps of Jürgen Habermas. In P. Reason, & H. Bradbury (Eds.), Handbook of action research: participative inquiry and practice (pp. 91–102). Thousand Oaks, CA: Sage.

Kemmis, S. (1998). Action research. In J. Keeves (Ed.), Educational research, methodology, and measurement: an international handbook (pp. 42–49). New York: Pergamon.

Knight, S. L., Wiseman, D. L., & Cooner, D. (2000). Using collaborative teacher research to determine the impact of professional development school activities on elementary students’ math and writing outcomes. Journal of Teacher Education, 51(1), 26–38.

Kramer, R. (2007). Leading change through action learning. The Public Manager, 36(3), 38–44.

Lasley, T. J., II, Siedentop, D., & Yinger, R. (2006). A systemic approach to enhancing teacher quality: the Ohio model. Journal of Teacher Education, 57, 3–21.

Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. New York: Cambridge University Press.

Levin, B. B., & Rock, T. C. (2003). The effects of collaborative action research on preservice and experienced teacher partners in professional development schools. Journal of Teacher Education, 54, 135–149.

Lieberman, A. (1995). Practices that support teacher development. Phi Delta Kappan, 76, 591–596.

Meier, D., & Henderson, B. (2007). Learning from young children in the classroom: The art and science of teacher research. New York: Teachers College Press.

Mitchell, S. N., Reilly, R., Bramwell, F. G., Solnosky, A., & Lilly, F. (2004). Friendship and choosing groupmates: preferences for teacher-selected vs. student-selected groupings in high school science classes. Journal of Instructional Psychology, 31, 20–32.

McHargue, M. (1994). Enhancing academic leadership through local & regional retreat: adapting the ‘‘great teachers’’ model for chairs and deans (ERIC Document Reproduction ED 394562).

McNiff, J. (2002). Action research: Principles and practice. London: Routledge.

McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. New York: Routledge.

Moore, M. (1994). The ecology of problem finding and teaching. In M. Runco (Ed.), Problem finding, problem solving, and creativity (pp. 174–187). Norwood, NJ: Ablex.

Oja, S. (2001). Confronting the good, the bad, and the moral through collaborative action research. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA, April 10–14.

Onafowora, L. (2005). Teacher efficacy issues in the practice of novice teachers. Education Research Quarterly, 28(4), 34–43.

Pajares, M. F. (1991). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62, 307–332.

Public Education Network (2002). Teaching matters: promoting quality instruction in east Baton Rouge parish (ERIC Document Reproduction ED473231).

Reason, P., & Bradbury, H. (2001). Preface. In P. Reason, & H. Bradbury (Eds.), Handbook of action research: participative inquiry and practice (pp. xxiii–xxxxi). Thousand Oaks, CA: Sage.

Ross, J. A., Rolheiser, C., & Hogaboam-Gray, A. (1999). Effects of collaborative action research on the knowledge of five Canadian teacher–researchers. Elementary School Journal, 99, 255–275.

Sagor, R. D. (1992). Institutionalizing collaborative action research: The role of leadership. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA, April.

Scardamalia, M., & Bereiter, C. (1989). Conceptions of teaching and approaches to core problems. In M. Reynolds (Ed.), Knowledge base for beginning teachers (pp. 37–43). Oxford: Pergamon.

Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

Simm, J., & Ingram, R. (2008). Collaborative action research to develop the use of solution-focused approaches. Educational Psychology in Practice, 24(1), 43–53.

Sternberg, R. (1998). Abilities are forms of developing expertise. Educational Researcher, 27(3), 11–20.

Stringer, E. (1996). Action research: a handbook for practitioners. Thousand Oaks, CA: Sage.

Uduari-Solner, A., & Keyes, M. (2000). Chronicles of administrative leadership towards inclusive reform: “We’re on the train and we’ve left that station, but we haven’t gotten to the next stop.” In R. Villa, & J. Thousand (Eds.), Restructuring for caring and effective education: piecing the puzzle together (2nd ed.). (pp. 428–442) Toronto: Paul Brookes.

Ulichny, P., & Schoener, W. (1996). Teacher–researcher collaboration from two perspectives. Harvard Educational Review, 66, 496–524.

Valesky, T. C. & Etheridge, C. P. (1992). A school and university collaborative project between Memphis City Schools and Memphis State University (ERIC Document Reproduction ED343869).

Villaume, S. K., & Brandt, S. L. (2000). Extending our beliefs about effective learning environments: a tale of two learners. Reading Teacher, 53, 322–330.

Wenger, E. (1998). Communities of practice: learning, meaning, and identity. New York: Cambridge University Press.
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Downloads per month over past year

Research related to the current document (at the CORE website)
- Research related to the current document (at the CORE website)
Back to top Back to top