| Popis: |
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. |
