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Abstract

This article explores what happens when school mentors and university faculty co-facilitate a cycle of action research with pre-service science teacher residents in an urban teacher residency. The voices of all three constituents describe the process of doing action research together in community and its impact on their practice. The pre-service teacher residents narrate their questions, how they explore them, and highlight their findings. They discuss how the use of action research as a methodology deepened and extended their development as critically reflective practitioners. Finally we discuss the implications of the inquiry stance of action research for both the individuals and the schools and districts of which they are a part.

Author Biography

Klein- Associate Professor Department of Secondary and Special Education College of Education and Human Services Montclair State University; Taylor-Associate Professor Department of Secondary and Special Education College of Education and Human Services Montclair State University; Monteiro-Residency School Mentor New Jersey Public Schools; Romney-Residency School Mentor New Jersey Public Schools; Scipio-Residency School Mentor New Jersey Public Schools; Diaz-Urban Teacher Residency Graduate New Jersey Public Schools; Dunn-Urban Teacher Residency Graduate New Jersey Public Schools; Poole-Urban Teacher Residency Graduate New Jersey Public Schools

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