Abstract
The authors conducted this collaborative action research project that focuses on three emerging profiles of mentor teachers as researchers in a teacher education program. The three profiles emerged from the experiences mentors had while conducting research concurrently with preservice intern teachers charged to their care. The study revealed three emerging, contextual profiles of mentors engaged in research: 1) the mentor conducting research on mentoring practice; 2) the mentor conducting research on teaching in collaboration with an intern teacher; and 3) the mentor conducting concurrent research on teaching. The study also highlights the benefits of action research for the professional development of both preservice and inservice teachers.
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