Becoming Reflective Teachers through Classroom-based Action Research
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This study explores how classroom-based action research (CAR) contributes to the professional development of pre-service EFL teachers during their teaching practicum. Using a multi-source qualitative approach, the study combined thematic analysis of 11 reflection journals and content analysis of 10 CAR projects. Six salient themes emerged from the journals: theory-practice integration (100%), professional identity formation (91%), student-centered approach awareness (82%), research-based teaching orientation (73%), collaborative learning benefits (64%), and technology integration challenges (45%). Project analyses showed that 30% focused on student engagement, and 90% employed mixed-methods designs. The results suggest that CAR fosters critical reflection and pedagogical innovation, positioning it as a valuable framework for integrating professional growth in EFL teacher education.
Abstract
This study explores how classroom-based action research (CAR) contributes to the professional development of pre-service EFL teachers during their teaching practicum. Using a multi-source qualitative approach, the study combined thematic analysis of 11 reflection journals and content analysis of 10 CAR projects. Six salient themes emerged from the journals: theory-practice integration (100%), professional identity formation (91%), student-centered approach awareness (82%), research-based teaching orientation (73%), collaborative learning benefits (64%), and technology integration challenges (45%). Project analyses showed that 30% focused on student engagement, and 90% employed mixed-methods designs. The results suggest that CAR fosters critical reflection and pedagogical innovation, positioning it as a valuable framework for integrating professional growth in EFL teacher education.