A Bumpy Road to Action Research

University-Based Collaborative Pre-service-Mentor Teacher Teams: A Model for Classroom-Based Inquiry

“…While it is difficult to make strict comparisons between this model and those discussed in the literature reviewed for this study, our results suggest that both mentors and pre-service teachers find this collaborative model to offer a meaningful approach to incorporating teacher research into every day classroom practice. A recurrent theme in literature from the field suggests that knowledge of research design and methodology often presents a serious obstacle for both preservice and mentor teachers (e.g., Gilbert & Smith, 2003;Gitlin et al, 1999). Participants in this model found the collaborative model to provide both collegial and university faculty support throughout the research process which helped alleviate concerns about selecting appropriate methodology to fit an issue and time requirements to conduct research.…”

“…Onsite visits would afford an opportunity to continue the conversations started in the seminars regarding the development of the issues and topics into research questions. We believed that this might also respond to larger concerns about feasibility and implementation discussed in previous research, specifically in terms of time management (e.g., Gilbert & Smith, 2003).…”

“…Unfortunately, this fear is not confined solely to the population of undergraduate preservice teachers, but often extends to inservice educators as well. Additionally, Gilbert and Smith (2003) noted, "research is a word that, for most teachers, conjures unpleasant visions of wrestling with data, statistical procedures, and an already overloaded schedule" (p. 81). Consequently, an important issue to consider within a model for classroom inquiry is the development of competency (and comfort) with practitioneroriented research methods.…”

Teacher as Researcher: An Essential Component of Teacher Preparation

“…Kosnick (2000) found that teachers who were introduced to teacher research as part of their preservice teacher education continue to be teacher researchers in their first year of teaching. Gilbert and Smith (2003) studied a graduate teacher-induction program, which involved novice and practicing teachers in teacher research. They found that three years out of the program, four former novices, out of 15, were doing teacher research as a response to classroom dilemmas.…”