Collaborative action research: shaping Iranian pre-service teachers’ perspectives on professional development

This qualitative study examined how Collaborative Action Research (CAR) shapes the professional development perceptions of nine female pre-service EFL teachers at an Iranian teacher education institution. Data collected through focus group interviews were analyzed using thematic analysis, revealing four central themes: collaborative learning and teamwork, transformative attitudes toward professional development, the symbiotic personal-professional growth, and critical thinking and problem-solving. The findings indicate that participation in CAR shifted participants’ views of professional development from a passive requirement to an active, reflective, and collaborative process. This transformation was documented by enhanced critical thinking in adapting instructional materials and managing tensions during collaboration. Participants also reported that personal and professional growth became increasingly interconnected through their engagement in CAR. While significant gains were observed, the process also indicated practical challenges such as initial resistance to collaboration, which strengthened reflective practices and informed how participants approached subsequent collaborative work. These insights support the integration of CAR into teacher education curricula, with specific recommendations for teacher educators on addressing implementation challenges in future programs. The study contributes to both policy and practice by advancing a more collaborative and reflective approach to pre-service teacher professional development.