Action research in teacher education: enhancing reflective practice, professional competence, and educational innovation

Abstract

This article explores the transformative role of pedagogical action research (PedAR) in teacher education, emphasizing its dual function as a tool for initial preparation and continuous professional development. Drawing on international scholarship and empirical evidence, it demonstrates how PedAR fosters critical reflection, strengthens professional autonomy, and enhances pedagogical competencies. By enabling teachers to address authentic classroom challenges, PedAR promotes collaboration, evidence-informed decision-making, and innovative teaching practices. Research findings indicate its positive impact on teaching quality, student learning outcomes, and professional confidence, while also advancing inclusive and context-responsive education. Furthermore, PedAR supports the creation of professional learning communities and bridges the persistent gap between theory and practice. Acknowledging challenges of implementation, such as fragmented curricula, limited mentorship, and resource constraints, this article proposes a strategic framework for systematically embedding PedAR in teacher education. The framework integrates curriculum design, mentorship structures, collaborative networks, and institutional policy, offering a practical roadmap to cultivate reflective, competent, and innovative educators prepared to meet contemporary educational demands