The Incorporation of Action Research into Teacher Education: Perspectives and Challenges (A Case study of teachers and MA students in ENS-Bouzareah)

Abstract

Educational research plays a crucial role in teacher education programs and training. Basic research has been a subject of concern and study in different Algerian universities and higher education institutions and schools. However, action research as practical research remains a theoretical subject in research methodology classes. This case study aims to explore the views of ENSB teachers and MA students of the English Department about action research and the challenges of incorporating this design in pre-service teacher training. The study employed a questionnaire for teachers and a focus group interview for MA (2) students to elicit their opinions about action research as a research methodology and the possible challenges that limit its use in research projects. The results revealed that teachers and students acknowledge the importance of action research as a relevant research design to practitioners and called for the need to incorporate it in teacher education. They also pointed out to issues of time, training in using the design and taking action as well as collaboration in conducting action research between teachers and their students.

Keywords

• action research
• incorporation
• perspectives
• challenges
• teacher education

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