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Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 25, 2017 - Issue 5
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Articles

‘You never know what research is like unless you’ve done it!’ Action research to promote collaborative student-teacher research

Chunmei YanEnglish Department, School of Foreign Languages, Central China Normal University, Wuhan, P.R. ChinaCorrespondence[email protected]
Pages 704-719 | Received 30 Oct 2015, Accepted 23 Sep 2016, Published online: 26 Oct 2016

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Khalid Idris, Samson Eskender, Berhane Demoz, Amanuel Yosief & Kiflay Andemicael. (2023) ‘Let’s focus on us’: recounting educators’ facilitation practices in improving collaborative commitments of learner-teachers during an action research course. Educational Action Research 31:4, pages 797-820.
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Stephen Darwin & Malba Barahona. (2023) Making research (more) real for future teachers: a classroom-based research model for initial teacher education. Educational Action Research 31:4, pages 745-761.
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Concilianus Laos Mbato. (2023) Empowering Indonesian students’ regulation of feelings and attitudes in EFL learning through action-oriented reflections. Educational Action Research 31:3, pages 490-509.
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Katharina Heissenberger-Lehofer & Georg Krammer. (2023) Internship integrated practitioner research projects foster student teachers’ professional learning and research orientation: a mixed-methods study in initial teacher education. European Journal of Teacher Education 46:3, pages 456-475.
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Eda Ceylan & Irem Comoglu. (2023) Action research in initial EFL teacher education: emerging insights from a CAR project. Educational Action Research 0:0, pages 1-16.
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Gina B. Ugalingan, Aileen C. Bautista & Ma. Joahna Mante-Estacio. (2022) Pre-service teachers’ reflection on their efficacy beliefs in conducting action research. Reflective Practice 23:2, pages 266-278.
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Chunmei Yan & Chuanjun He. (2022) Illuminating Chinese EFL student teachers’ paradoxical perceptions of theory learning experiences. Ethnography and Education 17:1, pages 71-88.
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Chunmei Yan & Chuanjun He. (2021) ‘Seeing is believing, but not necessarily perceiving!’: Chinese EFL M.E.d. student teachers’ perceptions of school visit experiences. Journal of Education for Teaching 47:1, pages 47-59.
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Sara B. Woolf. (2020) Exploring pedagogies to elevate inquiry: teaching action research in the third space. Educational Action Research 28:4, pages 579-596.
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Katharina Heissenberger & Marlies Matischek-Jauk. (2020) “It’s worth it”1 practitioner research as a tool of professional learning: starting points, conclusions and benefits from the perspective of teacher-students. Educational Action Research 28:4, pages 561-578.
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Articles from other publishers (6)

Lei Chen & Quanguo Liu. (2023) Important but challenging: Chinese in-service EFL teachers’ research attitudes in a graduate program. Frontiers in Psychology 14.
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Eda CEYLAN & İrem ÇOMOĞLU. (2022) A Thematic Analysis of Action Research in Initial Teacher Education: Reflections and Future DirectionsHizmet Öncesi Öğretmen Eğitiminde Eylem Araştırmasının Tematik Bir Analizi: Yansımalar ve Gelecek Yönelimler. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi:54, pages 1314-1328.
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David Esparza, Ruby L. Lynch-Arroyo & Jeffrey T. Olimpo. (2022) Empowering Current and Future Educators: Using a Scalable Action Research Module as a Mechanism to Promote High-Quality Teaching and Learning in STEM. Frontiers in Education 6.
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Catherine Lammert. 2021. Teacher Education in the 21st Century - Emerging Skills for a Changing World. Teacher Education in the 21st Century - Emerging Skills for a Changing World.
Yuting Han. (2021) Emerging Research Efficacy Through Scaffolded Research Practice: An EFL Preservice Teacher Autobiographical Narrative. Chinese Journal of Applied Linguistics 44:1, pages 35-53.
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Logan Rutten. (2021) Toward a theory of action for practitioner inquiry as professional development in preservice teacher education. Teaching and Teacher Education 97, pages 103194.
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