A Critical Participatory (Action Research) adaptation in the Teaching English as a Second Language Practicum
Developing individual and collective reflective practices towards equitable practices
Bibliographic Data
| ID | 21600687 |
|---|---|
| Authors | Siak Bie Soh (0000-0002-5413-1925, University of Malaya, corresponding author) |
| Year | 2025 |
| Volume | 33 |
| Issue | 5 |
| Pages | 826-851 |
| Publication date | 2025-10-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2024.2439980 |
| OpenAlex | W4405453965 |
| Language | EN |
| References cited | 48 |
Numerous action research studies have investigated in-service teaching and learning. Still, there has been a lack of collaborative inquiry into the ‘here-and-now’ pre-service teaching practicum experiences. This study adapted the Critical Participatory Action Research (CPAR) framework as a pedagogical strategy to a five-phase Teaching English as a Second Language (TESL) teaching practicum over four months. This article explores the extent to which the CPAR framework can be accommodated and discusses its potential to empower and educate practitioners during the practicum. First- and second-person inquiries, drawing on practice architectures, observations, and sharing sessions, were adopted for exchanging individual and collective voices. Findings suggest that the flexible and adaptable nature of the CPAR framework facilitated a collaborative spiral inquiry process. This process involved iterative back-and-forth phases of identifying key issues in each phase, planning measures, taking actions to address challenges, and reflecting on post-actions through collaborative efforts within public spheres. These spheres functioned as open, communicative, and safe spaces, empowering student teachers, cooperating teachers, and the university supervisor to collaboratively exchange and reflect on our voices. This collaboration ultimately transformed the initially linear Planning → Action → Observation → Reflection process into dynamic, iterative interactions across the Planning ↔ Action ↔ Observation ↔ Reflection phases. This transformation fostered collective reflection, unforced consensus, and shared decision-making, addressing real-life teaching challenges by deepening understanding, driving meaningful change, and promoting equitable practices. The adapted CPAR framework cultivates educators who promote inclusive practices and make productive decisions, resulting in a more sustainable pre-service practicum program
Action research · Citizen journalism · Participatory action research · Pedagogy · Practicum · Sociology · Transformative learning · Collaborative Teaching and Inclusion · Computer Science · Education in Rural Contexts · Psychology · Teacher Education and Leadership Studies
The Action Research Planner
Cooperating Teacher Participation in Teacher Education
Effective Teacher Professional Development
Making research (more) real for future teachers
Principles for school student participation in pre-service teacher action research
‘It gives meaning and purpose to what you do’
Critical aspects to consider when establishing collaboration between school leaders and researchers
Teachers’ experiences with agency and well-being during a critical participatory action research project
The School–University Nexus and Degrees of Partnership in Initial Teacher Education
Promoting professionalism through preservice teachers’ collaboration
Third space moments
The university supervisor
Assessing versus assisting
Challenges of the supervision process in the teacher education practicum – A qualitative research review
The impact of an alternative model of student teacher supervision
Co-analysis of work in the triadic supervision of preservice teachers based on neo-Vygotskian activity theory
Doing Action Research in English Language Teaching. A Guide for Practitioners
The Importance of the University Campus Program in Preservice Teacher Education
Making Sense of a Failed Triad
| Citation velocity | historical |
|---|---|
| Highly cited | No |