Enhancing teacher education through action research
Insights from EFL master’s theses in Estonia
Datos Bibliográficos
| ID | 21600684 |
|---|---|
| Autores | Johannes Vergi (Tallinn University), Merilyn Meristo (0000-0002-9666-7752, Tallinn University, autor de correspondencia) |
| Año | 2026 |
| Volumen | 34 |
| Número | 3 |
| Páginas | 340-356 |
| Fecha de publicación | 2026-05-27 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Action Research (JOURNAL) |
| Identificadores de la revista | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2025.2515210 |
| OpenAlex | W4411245332 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 33 |
Action research, as a valuable tool for teachers, enables evidence-based workplace improvement, addressing classroom challenges, and supporting students through individualized learning paths. This study examines the use of action research in English as a Foreign Language (EFL) master’s theses within Estonian teacher education programmes. Using a systematic review methodology, it investigates the educational issues, research objectives, and methodological approaches most commonly addressed, as well as the strengths and limitations of these theses. Findings indicate that action research offers student-teachers – many of whom are practicing teachers due to Estonia’s teacher shortage – a practical framework for tackling real-world challenges in their classrooms. The theses primarily focus on improving teaching methodologies and fostering learner motivation. While qualitative methods are robustly applied, notable deficiencies include limited quantitative analysis, insufficient ethical considerations, and superficial reflection, highlighting the need for enhanced methodological and analytical support. The study concludes with recommendations for improving action research in teacher education, including better integration of quantitative methods, deeper reflective practices, and targeted supervisor training. The findings underscore the transformative potential of action research for bridging theory and practice in teacher preparation, providing a replicable model for other educational systems aiming to enhance teacher education
Action research · Mathematics education · Pedagogy · Sociology · Evaluation and Performance Assessment · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
The Action Research Planner
Research Methods in Education
Research Methods in Education
Teacher research as professional development for P–12 educators in the USA [1]
The PRISMA 2020 statement
A scoping review of action research in higher education
Pre-service language teachers reflection development through online interaction in a hybrid learning course
Effectiveness of support services for children and young people with challenging behaviours related to or secondary to disability, who are in out-of-home care
Learning to teach self-study in improving data management practices of student-teachers during an action research course
The feasibility of creating a checklist for the assessment of the methodological quality both of randomised and non-randomised studies of health care interventions
Effective Reflective Practice
| Obras citantes distintas | 1 |
|---|---|
| Citas por año | 1 |
| Intervalo de citas | 2026 - 2026 (1) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |