Whose action research is it?: Promoting linguistically sensitive teacher education in Europe

Figures & data

Table 1. Listiac partnership.

	Partner name, country	Is the researcher also an initial teacher educator?
Partners with full-time researcher appointed to the project (= the research group)	Åbo Akademi University, Finland	yes
	Universitat Autònoma de Barcelona, Spain	yes
	University of Ljubljana, Slovenia	yes
	Université Paul-Valéry Montpellier III, France	no
	Universiteit Gent, Belgium	no
	Euskal Herriko Unibertsitatea/Universidad del País Vasco, Spain	no
Other partners	Universidade do Algarve, Portugal
	Vytautas Magnus University, Lithuania
	University of Jyväskylä, Finland
	Ministry of Education, Science and Sport, Slovenia
	Ministry of Education, Directorate-General for Education, Portugal
	Ministry of Education and Culture; National Agency for Education, Finland (associated partner)

Figure 1. Third phase of analysis, aligning analysis with action research spirals.

Table 2. Number of existing reflection tools collected and analysed during the project work package called Planning.

Typology					Relevance to research						Relevance to intervention						Other
	Scope		Languages		Include research instruments						Include practical tools		Used by teachers		Used in classes
Include theory background	Local	European	Monolingual	Multilingual	Observation	Interview	Survey	Group discussion	Logbook	Guide for research	Guide for activities	Include training kit	In service	In training	Languages only	All classes	Include video
25	19	14	11	16	5	4	7	4	0	3	17	11	27	17	3	29	11

Table 3. The Listiac action research project: an overview of research instruments for documenting the action research and instruments for reflection.

Data collection for action research and policy recommendations	Instrument	Who organises?	What/why?
	Logbooks	Researcher	Documentation of the process, including formal and informal conversations, observations in initial teacher education courses, in classrooms, etc.
	Online survey	Researcher	Documentation of attitudes and beliefs of teacher educators, in-service teachers and student teachers.
	Semi-structured interviews	Researcher	Comparable data on some experiences of the action research process and beliefs regarding LST of teacher educators or student teachers.
	Good practices	Researcher	Documenting good practices identified in the local data collection.
Reflections for change (reflection tool)	Instrument	Who organises?	What/why?
		Who participates?
	Observation protocol	Researcher/teacher educator	To encourage students to observe and reflect on ways to improve LST practices in schools they visit. Optional: for supervisors to observe and reflect on (together with students) how student teaching can become more LST, or in-service teachers can observe each other.
		Student teachers (teacher educators, supervisors)
	Student reflection 1	Researcher/teacher educator	To elicit beliefs, possibilities and challenges from teacher educators organising the course. To encourage student teachers’ reflections on what LST is.
		Beginning-stage student teachers
	Student reflection 2	Researcher/teacher educator	To elicit beliefs, possibilities and challenges from teacher educators organising the course. To encourage student teachers’ reflections on how to promote LST in classrooms.
		Intermediate-stage student teachers
	Student reflection 3	Researcher/teacher educator	To elicit beliefs, possibilities and challenges from teacher educators organising the course. To encourage student teachers’ reflections on how to promote LST taking a whole-school approach.
		Advanced-stage student teachers
	Staff reflection	Researcher/director for the staff (or similar)	To elicit beliefs, possibilities and challenges in the relevant professional community regarding how to promote LST in the workplace. Reflections on both current practices and beliefs and concrete ideas for improvement.
		Teacher educators, in-service teachers