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ERIC Number: EJ1152434
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
ISSN: EISSN-2470-6353
University-Based Collaborative Pre-Service-Mentor Teacher Teams: A Model for Classroom-Based Inquiry
Beebe, Ronald; Corrigan, Diane
Networks: An Online Journal for Teacher Research, v15 n1 Article 5 Spr 2013
Current literature indicates classroom inquiry not only enhances the training of pre-service teachers but also increases the effectiveness of mentor teachers and improves student learning. However, designing an effective "collaborative" model has met with less success. This study examined the experiences of ten pre-service/mentor teacher teams in urban schools who participated in designing and implementing collaborative classroom-based research conducted in their classroom. The model sought to address issues noted in previous studies related to equal participation and anxiety surrounding the research process. Findings suggest that a university-supported model employing a reflective practitioner approach enhances collaboration and promotes positive results for both pre-service and in-service teachers. Specifically, participants indicated the importance of collaboration, engagement with the teaching process, heightened awareness of student learning, and professional efficacy as significant outcomes.
New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A