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Abstract
This study examines the influence of collaborative inquiry and sociocultural influenceson student teacher development. Two research questions guided this study: 1) How does the collaborative inquiry project affect student teachers understandings and practices related to active student engagement? and 2) To what extent does an activity theory framework support the identification and analysis of student teachers individual and collective understanding and practices during a collaborative inquiry project? A qualitative case study was conducted with eight student teachers. Based on interviews, observations, and document evidence, data were analyzed both inductively and deductively. The findings indicated that collaborative inquiry supported student teachers development by providing systematic opportunities and methods to guide inquiry and reflection. Student teachers who participated in the study reported attaining improved understanding of student teaching practices, as well as increased competency in their practices. Through activity system analysis, changes in student teachers transitional perceptions and practices as well as the influence of external factors were documented. The results of this study also yield several suggestions for the future implementation of collaborative inquiry in teacher education and the application of activity systems analysis as a research methodology.