Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4941713 | Teaching and Teacher Education | 2017 | 16 Pages |
Abstract
A systematic literature review (NÂ =Â 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.
Keywords
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Social Sciences and Humanities
Social Sciences
Education
Authors
Vicky Willegems, Els Consuegra, Katrien Struyven, Nadine Engels,