COLLABORATIVE RESEARCH IN TEACHER EDUCATION: REVIEW OF RELATED LITERATURE (Pages 53-60) by Dr. Yarriswamy. M. C in THE INTERNATIONAL RESEARCH SPECIALIST / ISSN: 2350-1499 (Online); 2350-0751 (Print)

Collaborative research efforts in teacher education have helped teachers to navigate the complexity of practice and theory. Traditionally, teacher education has not focused on research methods; however, recent efforts to transform pre-service education and professional development have changed to incorporate teacher inquiry (Cochran-Smith & Lytle, 2001, 2009; Zeichner, 2003). Thus, collaboration offers future teachers useful models for participation in educational research. If teachers, student teachers, and academics can begin to see themselves as collaborators engaged in educational research, teaching and learning can reflect a wider array of voices, ideas, and perspectives. Collaboration focuses on teachers and university researchers to explore common interests. Collaboration can also result in beneficial explorations of content-area pedagogy. Collaboration can protect teachers from exploitation, since the researchers share and interpret data together (Shockley, 2001). collaboration ensures that teachers’ views are represented in the literature and that knowledge production is not uni-directional, collaborative research facilitates publication for teachers, who would otherwise have much less access to research tools, journals, conferences, and research networks (Minarik, 2001). The purpose of this research paper aims to bring together the findings and key points from a review of significant part of the available literature associated with collaborative research in Teacher education. The study aims to explore available review of related literature in the area of collaborative teacher education research and see how it can re-position teachers to be powerful stakeholders and policymakers rather than skilled technicians and implementers. Keywords: Collaborative, Research, Teacher Education, Literature...