A Thematic Analysis of Action Research in Initial Teacher Education: Reflections and Future Directions

Year 2022, Issue: 54, 1314 - 1328, 28.12.2022

Eda Ceylan İrem Çomoğlu

https://doi.org/10.53444/deubefd.1169772

Abstract

This systematic literature review aims to gain a comprehensive understanding of the opportunities that
action research (AR) provides for initial teacher education and the challenges that teacher educators and
pre-service teachers (PSTs) may experience during the AR process. We analyzed 20 empirical studies on
AR conducted in initial teacher education programs, adopting a hybrid approach to thematic analysis. The
findings indicate that AR is a promising practice that helps PSTs to reflect critically, (re)construct their
teacher identity, see students as partners, value collaboration, and (re)conceptualize their understanding of
research. However, it is also important to consider the challenges faced during the AR process, such as
practicum restrictions, assessment demands, weak communication between partners, and time constraints.
Therefore, it is essential to consider AR within initial teacher education as distinct from in-service AR
practices since the needs and concerns of PSTs might be different in this transitional period of their
lives. Implications are included for initial teacher education programs which are planning to use AR as a
tool for teacher learning and development

Keywords

Action research, pre-service teacher education, opportunities, challenges

Hizmet Öncesi Öğretmen Eğitiminde Eylem Araştırmasının Tematik Bir Analizi: Yansımalar ve Gelecek Yönelimler

Abstract

Bu sistematik alanyazın taramasının amacı, eylem araştırmasının hizmet öncesi öğretmen eğitimine sağladığı faydaları ve süreçte karşılaşabilecek zorlukları ortaya koymaktır. Araştırma kapsamına alınması uygun bulunan 20 çalışmanın bulgularına hibrit bir yaklaşımla tematik analiz uygulanmıştır. Bulgular, eylem araştırmasının öğretmen adaylarının eleştirel bir bakış açısı kazanmalarına, profesyonel kimliklerini yeniden yapılandırmalarına, öğrencileri öğretim faaliyetinin aktif katılımcıları olarak görmelerine, işbirliğine değer vermelerine ve araştırma anlayışlarını (yeniden) kavramsallaştırmalarına yardımcı olan önemli bir uygulama olduğunu göstermektedir. Bununla birlikte çalışmanın bulguları, eylem araştırmasını hizmet öncesi öğretmen eğitimine dahil ederken öğretmenlik uygulaması dersi kısıtlılıkları, değerlendirme talepleri, ortaklar arasındaki zayıf iletişim ve zaman kısıtlamaları gibi problemlerin göz önünde bulundurulması gerektiğini de göstermektedir. Bulguların değerlendirilmesi sonucunda, öğretmen adaylarının hayatlarının bu geçiş döneminde ihtiyaçları ve kaygıları farklı olabileceğinden; hizmet öncesi eylem araştırması çalışmalarının farklı bir boyutta ele alınması ve bu konuda daha fazla çalışma yapılması gerektiği ortaya çıkmıştır. Eylem araştırmasını öğretmenlerin gelişimi için kullanmayı planlayan hizmet öncesi öğretmen eğitimi programları için öneriler çalışmaya dahil edilmiştir.

Keywords

Eylem araştırması, hizmet öncesi öğretmen eğitimi, faydalar, problemler, Action research, pre-service teacher education, opportunities, challenges

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