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ERIC Number: EJ827676
Record Type: Journal
Publication Date: 2009-Feb
Pages: 6
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0742-051X
Benefits of Collaborative Action Research for the Beginning Teacher
Mitchell, Sidney N.; Reilly, Rosemary C.; Logue, Mary Ellin
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n2 p344-349 Feb 2009
Beginning teachers are confronted with many issues as they begin their teaching careers, issues, such as classroom management, individual differences, behaviour 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.
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Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A