Investigated preservice teachers' thinking on research, considering how it might inform approaches to inquiry-oriented teacher education. Surveys and interviews with preservice teachers involved in inquiry-oriented programs indicated that the programs only modestly influenced their thinking about research. To have more influence, goals must be…

Examined the effectiveness of collaborative action research teaming as a professional development mechanism to address the demands of contemporary classrooms through formalized sharing between groups of inservice and preservice teachers. Data from observations, interviews, and student artifacts indicated that effective teaming depended…

Presents quantitative and qualitative data from a study involving a university, school districts and teacher candidates. Preservice-inservice dyads were taught how to use action research to examine, analyze, and reflect upon their teaching. Results indicated general acceptance by both new and experienced teachers, with developmental differences…