Pre-service teachers as members of a collaborative teacher research team: A steady track to extended professionalism?

Abstract

In this study the development of five pre-service teachers' perspectives on their roles as extended professionals in collaborative teacher research is investigated. A multiple case study focuses on three categories of pre-service teachers' perceptions: teacher collaboration, teacher research and pupil-orientation. Results reveal a positive, but complex, development of pre-service teachers' views on engaging in inquiry, becoming a team member and focusing on pupil learning. Findings show that collaborative teacher research offers opportunities to experience a reality of teaching that reflects extended professionalism. The discussion highlights the responsibility of teacher education in constructing deliberate partnerships and a continuous support program.