Promoting pre-service teacher development through intervention-based action research

ABSTRACT

In this intervention-based action research study, we first conducted interviews with 20 Colombian pre-service language teachers. The pre-service teachers’ perspectives indicated their awareness of the multidimensional role of the teacher and the complexity of the teaching profession, and we identified their self-perceived competencies and areas where they desired improvement as future language teachers. The findings informed our design of co-curricular activities that addressed pre-service teachers’ concerns. Next, we implemented and evaluated the co-curricular activities which helped pre-service teachers develop new understandings. The study sheds light on the crucial role of intervention-based action research and co-curricular activities in teacher preparation. We discuss implications for teacher educators as critical agents of change in teacher preparation and the teaching profession.

KEYWORDS:

• Pre-service teachers
• teacher preparation
• intervention-based action research
• classroom management
• inclusive education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.