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Pre-service teachers as members of a collaborative teacher research team

Journal Contribution - Journal Article

Subtitle:A steady track to extended professionalism?
In this study the development of five pre-service teachers' perspectives on their roles as extended professionals in collaborative teacher research is investigated. A multiple case study focuses on three categories of pre-service teachers' perceptions: teacher collaboration, teacher research and pupil-orientation. Results reveal a positive, but complex, development of pre-service teachers' views on engaging in inquiry, becoming a team member and focusing on pupil learning. Findings show that collaborative teacher research offers opportunities to experience a reality of teaching that reflects extended professionalism. The discussion highlights the responsibility of teacher education in constructing deliberate partnerships and a continuous support program.
Journal: Teaching & Teacher Education
ISSN: 0742-051X
Volume: 76
Pages: 126-139
Publication year:2018
Keywords:collaborative teacher research, Extended professionalism, pre-service teacher education, Professional development
BOF-publication weight:2
CSS-citation score:1
Authors from:Higher Education