Teachers and pre-service teachers as partners in collaborative teacher research: A systematic literature review

A systematic literature review (N = 14) was performed with a focus on the influence of collaborative teacher research on the professional development of pre-service teachers (PTs). A thematic overview of reported outcomes is presented.
Collaborative teacher research has proven itself to be a promising practice for improving PTs' knowledge and attitudes regarding collaboration, reflection, inquiry, and student-centred teaching. Shared inquiry in less hierarchical partnerships
between pre-service and in-service teachers, and other multiple actors, advances PT's learning more than one-to-one relationships
between a mentor and a PT.

Publication year:2017

Keywords:Collaborative teacher research, Pre-service teacher, Pre-service teacher education, Professional development, Teacher collaboration

Authors:International

Accessibility:Closed