Publication Cover
Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 32, 2024 - Issue 3
364
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Action research in initial EFL teacher education: emerging insights from a CAR project

ORCID Icon &
Pages 438-453 | Received 28 Feb 2022, Accepted 28 Nov 2022, Published online: 07 Mar 2023

References

  • Allwright, D. 2003. “Exploratory Practice: Rethinking Practitioner Research in Language Teaching.” Language Teaching Research 7 (2): 113–141. doi:10.1191/1362168803LR118OA.
  • Aydın, S. 2016. “Türkiye’de yabancı dil öğretmeni yetiştirme: Bir öneri [Foreign language teacher education in Turkey: A proposal].” Paper presented at the 4th National Conference on Foreign Language Education, Çanakkale, May 10–11.
  • Bendtsen, M., G. Eklund, L. Forsman, and M. Pörn. 2021. “Student Teachers’ Experiences of Action Research-Based Projects: Two Cases Within Pre-Service Teacher Education in Finland.” Educational Action Research 29 (5): 707–721. doi:10.1080/09650792.2019.1684969.
  • Bevins, S., and G. Price. 2014. “Collaboration Between Academics and Teachers: A Complex Relationship.” Educational Action Research 22 (2): 270–284. doi:10.1080/09650792.2013.869181.
  • Burns, A. 2009. Doing Action Research in English Language Teaching: A Guide for Practitioners. New York: Routledge.
  • Burns, A. 2015. “Renewing Classroom Practices Through Collaborative Action Research.” In Teacher-Researchers in Action, edited by K. Dikilitaş, R. Smith, and W. Trotman, 9–17. Faversham: IATEFL.
  • Dikilitaş, K., and A. Bostancıoğlu. 2019. Inquiry and Research Skills for Language Teachers. Cham: Palgrave Macmillan.
  • Dikilitaş, K., and D. Yaylı. 2018. “Teachers’ Professional Identity Development Through Action Research.” Extract, Load, Transform Journal 72 (4): 415–424. doi:10.1093/elt/ccy027.
  • Dobber, M., S.F. Akkerman, N. Verloop, and J.D. Vermunt. 2012. “Student Teachers’ Collaborative Research: Small-Scale Research Projects During Teacher Education.” Teaching and Teacher Education 28 (4): 609–617. doi:10.1016/J.TATE.2012.01.009.
  • Edwards, E. 2017. “English Language Teachers Becoming Action Researchers: A Sociocultural Analysis and Questions of Sustainability.” PhD diss., University of New South Wales. https://unsworks.unsw.edu.au/fapi/datastream/unsworks:45413/SOURCE02?view=true
  • Eun, B. 2008. “Making Connections: Grounding Professional Development in the Developmental Theories of Vygotsky.” Teacher Educator 43 (2): 134–155. doi:10.1080/08878730701838934.
  • Faikhamta, C., and A. Clarke. 2015. “Thai Pre-Service Science Teachers Engaging Action Research During Their Fifth Year Internship.” Asia Pacific Journal of Education 35 (2): 259–273. doi:10.1080/02188791.2013.860011.
  • Farrell, T.S.C. 2007. “Failing the Practicum: Narrowing the Gap Between Expectations and Reality with Reflective Practice.” TESOL Quarterly 41 (1): 193–201. doi:10.1002/j.1545-7249.2007.tb00049.x.
  • Flores, M. A. 2016. “Teacher Education Curriculum.” In International Handbook of Teacher Education, edited by J. Loughran and M. L. Hamilton, 187–230. Dordrecht: Springer.
  • Healey, M., and A. Jenkins. 2009. Developing Undergraduate Research and Inquiry. York: Higher Education Academy.
  • Johnson, K. E. 2019. “The Relevance of a Transdisciplinary Framework for SLA in Language Teacher Education.” The Modern Language Journal 103: 167–174. doi:10.1111/modl.12524.
  • Johnson, K. E., and P.R. Golombek. 2011. “A Sociocultural Theoretical Perspective on Teacher Professional Development.” In Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development, edited by K. E. Johnson and P. R. Golombek, 1–12. New York: Routledge.
  • Johnson, K. E., and P. R. Golombek. 2016. Mindful L2 Teacher Education: A Sociocultural Perspective on Cultivating Teachers’ Professional Development. New York: Taylor and Francis.
  • Johnson, K. E., and P. R. Golombek. 2020. “Informing and Transforming Language Teacher Education Pedagogy.” Language Teaching Research 24 (1): 116–127. doi:10.1177/1362168818777539.
  • Kartal, G., and H. Ç. Başol. 2019. “Generic Teacher Competencies and the English Language Teacher Education Program in Turkey.” Novitas-ROYAL (Research on Youth and Language) 13 (2): 133–154.
  • Kemmis, S., and R. McTaggart. 2005. “Participatory Action Research Communicative Action and the Public Sphere.” In The Sage Handbook of Qualitative Research, edited by N. Denzin and Y. Lincoln, 559–603. 3rd ed. Thousand Oaks: Sage.
  • Kochem, T. 2021. “Exploring the Connection Between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction.” TESOL Quarterly 56 (4): 1–27. doi:10.1002/tesq.3095.
  • Manning, J. 2017. “In Vivo Coding.” In The International Encyclopedia of Communication Research Methods, edited by J. Matthes, 1–2. New York: Wiley.
  • Mccutcheon, G., and B. Jung. 1990. “Alternative Perspectives on Action Research.” Theory into Practice 29 (3): 144–151. doi:10.1080/00405849009543447.
  • Menter, I., and M. A. Flores. 2021. “Connecting Research and Professionalism in Teacher Education.” European Journal of Teacher Education 44 (1): 115–127. doi:10.1080/02619768.2020.1856811.
  • Mercer, N. 2000. Words and Minds : How We Use Language to Think Together. Words and Minds. London: Routledge.
  • Nguyen, H. T. 2009. “An Inquiry-Based Practicum Model: What Knowledge, Practices, and Relationships Typify Empowering Teaching and Learning Experiences for Student Teachers, Cooperating Teachers and College Supervisors?” Teaching and Teacher Education 25 (5): 655–662. doi:10.1016/j.tate.2008.10.001.
  • Price, J. N. 2001. “Action Research, Pedagogy and Change: The Transformative Potential of Action Research in Pre-Service Teacher Education.” Journal of Curriculum Studies 33 (1): 43–74. doi:10.1080/00220270118039.
  • Reis, D. S. 2011. “‘I’m Not Alone’: Empowering Non-Native English-Speaking Teachers to Challenge the Native Speaker Myth.” In Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development, edited by K. E. Johnson and P. R. Golombek, 31–49. New York: Routledge.
  • Ritchie, J., J. Lewis, C. Nicholls, and R. Ormston. 2013. Qualitative Research Practice: A Guide for Social Science Students And. Researchers.London: Sage.
  • Rudduck, J. 1989. “Practitioner Research and Programmes of Initial Teacher Education.” Westminster Studies in Education 12 (1): 61–72. doi:10.1080/0140672890120105.
  • Saldaña, J. 2013. The Coding Manual for Qualitative Researhers. London: Sage.
  • Saldaña, J., and M. Omasta. 2018. Qualitative Research: Analyzing Life. Theatre Arts Faculty Publications. CA: Sage.
  • Schwarzer, D., M. Bloom, and S. Shono, edited by. 2006. Research as a Tool for Empowerment: Theory Informing Practice. Greenwich: IAP.
  • Smith, K., and O. Sela. 2005. “Action Research as a Bridge Between Pre-Service Teacher Education and In-Service Professional Development for Students and Teacher Educators.” European Journal of Teacher Education 28 (3): 293–310. doi:10.1080/02619760500269418.
  • Şendağ, S., and N. Gedik. 2015. “Yükseköğretim Dönüşümünün Eşiğinde Türkiye’de Öğretmen Yetiştirme Sorunları: Bir Model Önerisi.” Educational Technology Theory and Practice 5 (1): 70–91. doi:10.17943/ETKU.35232.
  • Ulvik, M. 2014. “Student-Teachers Doing Action Research in Their Practicum: Why and How?” Educational Action Research 22 (4): 518–533. doi:10.1080/09650792.2014.918901.
  • Ulvik, M., and H. Riese. 2016. “Action Research in Pre-Service Teacher Education – a Never-Ending Story Promoting Professional Development.” Professional Development in Education 42 (3): 441–457. doi:10.1080/19415257.2014.1003089.
  • Uştuk, Ö., and I. Çomoglu. 2019. “Lesson Study for Professional Development of English Language Teachers: Key Takeaways from International Practices.” Journal on Efficiency and Responsibility in Education 12 (2): 41–50. doi:10.7160/eriesj.2019.120202.
  • van Katwijk, L., A. Berry, E. Jansen, and K. van Veen. 2019. “‘It’s Important, but I’m Not Going to Keep Doing It!’: Perceived Purposes, Learning Outcomes, and Value of Pre-Service Teacher Research Among Educators and Pre-Service Teachers.” Teaching and Teacher Education 86: 102868. doi:10.1016/j.tate.2019.06.022.
  • Vygotsky, L. S. 1978. Mind in Society: Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
  • Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
  • Wertsch, J. V. 1991. Voices of the Mind : A Sociocultural Approach to Mediated Action. Cambridge: Harvard University Press.
  • Yan, C. 2017. “‘You Never Know What Research is Like Unless You’ve Done It!’ Action Research to Promote Collaborative Student-Teacher Research.” Educational Action Research 25 (5): 704–719. doi:10.1080/09650792.2016.1245155.
  • Yin, R. K. 2014. Case Study Research: Design and Methods. Thousand Oaks: Sage.
  • Yuan, R., and A. Burns. 2016. “Teacher Identity Development Through Action Research: A Chinese Experience.” Teachers and Teaching: Theory and Practice 23 (6): 729–749. doi:10.1080/13540602.2016.1219713.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.