Teacher education
Majid Nowruzi; Abolfazl Khodamoradi
Abstract
This study investigates the impact of Collaborative Action Research (CAR) on the professional identity formation of preservice English as a Foreign Language (EFL) teachers in Iran, framed within Kumaravadivelu’s postmethod pedagogy. Through focus group interviews, mentor observation notes, and ...
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This study investigates the impact of Collaborative Action Research (CAR) on the professional identity formation of preservice English as a Foreign Language (EFL) teachers in Iran, framed within Kumaravadivelu’s postmethod pedagogy. Through focus group interviews, mentor observation notes, and reflective journals, seven key themes emerged: Promoting Collaborative Learning and Shared Responsibility, Shaping a Lifelong Commitment to Professional Development, Building Leadership and Agency, Fostering Reflective Practice, Developing a Student-Centered Professional Identity, Enhancing Critical Thinking and Problem-Solving, and Connecting Theory to Practice. The findings reveal that CAR serves as a transformative tool that enables preservice teachers to engage in reflective, autonomous, and collaborative practices aligned with postmethod principles. By addressing real classroom challenges, participants developed a deeper understanding of their roles as educators, fostering a student-centered approach and a commitment to ongoing professional growth. The study underscores CAR’s potential to prepare preservice teachers to function as adaptive, critical, and agentive educators in diverse contexts. It highlights the relevance of postmethod pedagogy in reshaping teacher education, particularly in Iran, where preservice teachers navigate unique cultural and educational dynamics. Integrating CAR into EFL teacher training programs can empower future educators to bridge theory and practice, ultimately contributing to more responsive and effective language teaching.
