The research concept underlying this model combines reciprocal relationships between teachers/researchers from college and prospective teachers, students at the college, and between them and the teaching field. Research is perceived as a constant process of revelation and of obtaining new information (Shulman, 1999), of blending information from different sources and solving problems (Kreber & Cranton, 2000). This model immerses student teachers in a process of question-asking based on theories learned in the college and then testing these theories in the field. Prospective teachers can amass data from the field through observation, interviews, and gathering and analyzing other data, and then formulate hypotheses and interpretations. This experience may contribute to developing reflective thinking as an additional means of teaching which sharpens their professional and educational judgment (Demulder, 2003; Darling-Hammond, 1998; Elliott, 1989). The lecture will present a model of collaborative action research conducted at Ohalo College of Education in recent years, in the following ways: Collaboration – reflective dialogues as part of negotiations with other participants, sharing data and insights; Reflection – interpersonal relationships with those being observed, feedback, and the circularity of the research process; Dialecticism – comparing information while developing a dialectic between findings and theory, and between others' findings and one's own; Risk – the initial uncertainty of where research will lead and what change processes will result; Pluralism and otherness – integrating diverse opinions and insights, presented by participants who come from different paths and social sectors, about the research subject, and by unifying the data into a "shared story." The rationale – to develop learners as independent researchers and as part of a research team in their development as teacher-researchers; the research question reached cooperatively based on the research subject, and the choice of sub-questions based on personal choice; assembling research literature both individually and collectively; choosing appropriate research tools; assessing products at various research stages through group discourse and analysis; discussing findings and comparing them to relevant professional literature; reaching personal conclusions and joint conclusions based on discourse among group members; feedback from the "young researchers" including dilemmas that group members faced. All this is done in a learning community of present and future teachers, as part of a dialogue among equals. This is a community in which the moderator learns the study field with the researcher, contributing of his or her proficiency in the practice of gathering, processing and theoretically conceptualizing knowledge (Ashkenazi, 2002; Heimann, 2004).

The conclusions emphasize the multiple contribution of collaborative action research. For the student: it helps to clarify a subject and support the individual, providing motivation and enjoyment. Students begin to perceive lecturers as researchers and not just teachers. As a team – students learn partnership and responsibility, team efficacy and social nurturance. Professionally, students meet the school staff, gain professional pride as researchers, integrate better and more rapidly, and also help to enlighten the school staff about the processes observed in the research. And in general: "Through the entire research process, we feel our personal empowerment as researchers and school staff as partners in education work."