Restructuring Teacher Education Through Collaborative Action Research

Renee T Clift, Mary Lou Veal, Marlene Johnson, Patricia Holland

Research output: Contribution to journalArticle

44 Citations (Scopus)

Abstract

Teacher education faculty at the University of Houston are collaborating with the staff at five elementary schools on an action research project. The evolution of the project is traced from its origins in the professional preparation program through the second year of work with the leader ship teams of the schools. Five dimensions of professional learning are identified: leadership, temporal and physical structures, individuals, interpersonal relationships, and synergy. Data from the second year of the project are considered in terms of the five dimensions. Implications of the project for developing a more collaborative, action-oriented approach to teacher educa tion that can be carried through the novice years of teaching and beyond are discussed.

Original languageEnglish (US)
Pages (from-to)52-62
Number of pages11
JournalJournal of Teacher Education
Volume41
Issue number2
DOIs
StatePublished - 1990
Externally publishedYes

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action research
restructuring
teacher
education
synergy
elementary school
research project
leadership
leader
staff
Teaching
school
learning

ASJC Scopus subject areas

  • Education

Cite this

Restructuring Teacher Education Through Collaborative Action Research. / Clift, Renee T; Veal, Mary Lou; Johnson, Marlene; Holland, Patricia.

In: Journal of Teacher Education, Vol. 41, No. 2, 1990, p. 52-62.

Research output: Contribution to journalArticle

Clift, Renee T ; Veal, Mary Lou ; Johnson, Marlene ; Holland, Patricia. / Restructuring Teacher Education Through Collaborative Action Research. In: Journal of Teacher Education. 1990 ; Vol. 41, No. 2. pp. 52-62.
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