A Collaborative Action Research Model for Teacher Preparation Programs

Becoming a Teacher Leader through Action Research

“…This inquiry by teacher-leaders can have numerous benefits in the classroom and beyond. Educators can relate theory and research to their practice, produce information about individual teachers' curriculum and classroom methodologies, act on valuable data directly from the source, create a platform to disseminate knowledge to teachers locally and nationally at professional conferences, and encourage other teachers to become teacher-leaders and apply problem-solving skills to real classroom situations (Keating et al 1998).…”

An Integrated Research Course Sequence: Empowering Teacher Candidates to Become Researchers in their Classrooms

“…(p. 384) The authors reported that preliminary findings of their evaluation of both programs indicate that the preservice teachers viewed action research as a powerful strategy for improving their teaching. The findings of Keating et al (1998) also suggest that the participants who went through these programs were more likely to use inquiry models and action research when they became teachers in their own classrooms. Although there is no guarantee that the graduates of the two programs at CSUSM outlined here will continue to practice action research once they enter the teaching field, Keating et al argued that "teachers taught in their preparation programs to view inquiry as an expected norm are more likely to overcome the real and imagined barriers to action research" (p. 389).…”

“…As Keating, Diaz-Greenberg, Baldwin, and Thousand (1998) reported, at this institution faculty from two different teacher preparation programs (the Secondary Single Subject Teacher Preparation program and the Concurrent Credential Program) have integrated action research into their students' course work and field experience. Both teacher preparation programs at CSUSM emphasize inquiry and reflection as essential characteristics of developing one's craft as a teacher.…”

“…This ensures that the master teachers will be actively involved in the project and, more importantly, that the issue that is being investigated is an actual problem in the field site, rather than something that merely interests the preservice teacher but has no bearing on the particular classroom that she is in. Keating et al (1998) wrote that and implications in a written report that they later use for a culminating oral presentation. Master teachers and site supervisors are active participants throughout the process.…”

“…(p. 384) In the Concurrent Credential Program at CSUSM the faculty are guided by the principles of inclusive education, which require preservice teachers to develop skills that will enable them to address the needs of learners with every type of diversity. Keating et al (1998) maintained that in this program the preservice teachers think of themselves as creative solution finders:…”