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