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Qualitative study explores impacts of collaborative action research on teacher relationships, suggesting benefits for educational development.
This study describes the perspectives of five pairs of preservice teachers and their experienced mentor teachers who engaged collaboratively in planning, implementing, and evaluating action research projects during a semester-long internship experience in their professional development school sites. The views of novice and experienced teachers about the costs and benefits of doing collaborative action research are presented, and the authors elaborate on the development of the mentor/mentee relationship between the preservice and experienced teacher pairs. The authors also offer guidelines for successfully engaging preservice and experienced teachers in collaborative action research.
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Levin et al. (2003) studied this question.
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