Student-teachers' Journey through Action Research: Reflections on 4 Phases Model

Action research can connect theoretical concepts and practice while promoting professional growth. Nonetheless, a comprehensive literature review revealed a deficiency of qualitative research examining student-teachers' perceptions of AR. Investigating future teachers’ constructs on action research and gathering in-depth data could be significant in building on these constructs from a constructivist perspective. This study aims to examine 45 student-teachers’ perceptions of action research. Qualitative data was gathered via a preliminary knowledge questionnaire to reveal if they had any background knowledge before the course started and reflective reports written after each unit was covered. The course was designed in units that considered Kemmis and McTaggart’s action research cycles. The findings suggested that student-teachers perceived AR as a tool for problem-solving with practical application and contextual relevance. Most participants appreciated the dual role of teacher-researcher and its advantages in pedagogy. They emphasized potential challenges, including balancing teaching and research, ethical dilemmas, and institutional support. Challenges during the act phase might arise from the intricacies of planning and data collecting, whereas in the observe phase, challenges stem from preserving data quality and controlling classroom dynamics. During the final ‘reflect' phase, challenges may arise from the need for 21st-century skills, collaboration among colleagues, and institutional support. The research can potentially contribute to the field by revealing student-teachers’ constructs on action research. The findings could be significant for teacher educators to highlight issues to be addressed in training student-teachers to be teacher-researchers.