Restructuring Teacher Education Through Collaborative Action Research

Renée Clift, Mary Lou Veal, Marlene Johnson, Patricia Holland

Research output: Contribution to journalArticlepeer-review

51 Scopus citations


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
Issue number2
StatePublished - Mar 1990

ASJC Scopus subject areas

  • Education


Dive into the research topics of 'Restructuring Teacher Education Through Collaborative Action Research'. Together they form a unique fingerprint.

Cite this