Univerzita PardubiceFakulta filozofická

Univerzita Pardubice

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Studenti
English

Publikace detail

Exploring Student English Language Teachers’ Agency through Action Research

Autoři: Reimannová Irena

Rok: 2025

Druh publikace: ostatní - přednáška nebo poster

Strana od-do: nestránkováno

Tituly:

Jazyk	Název	Abstrakt	Klíčová slova
eng	Exploring Student English Language Teachers’ Agency through Action Research	Action research (AR), critical inquiry, and teacher agency are deeply interwoven in initial teacher education (ITE), offering student teachers a framework for professional growth through systematic inquiry. AR fosters teacher agency by bridging theory and practice, enabling student teachers to critically examine pedagogical challenges, challenge assumptions, and refine their teaching strategies. Through this process, they develop autonomy and reflective decision-making skills.This study examines how student teachers exercise agency through AR during their practicum (clinical practice spanning the second and third semesters). It draws on a qualitative analysis of AR projects conducted within an English Language Teacher Education (ELTE) master’s programme at the University of Pardubice. Findings reveal that AR fosters high autonomy in selecting research topics, designing interventions, and critically engaging with professional development. Student teachers refine their pedagogical decision-making and assert ownership over their teaching practices. More significantly, AR serves as a mechanism for critical inquiry, empowering student teachers to question existing pedagogical norms, reflect on systemic challenges, and contribute to the evolution of educational practices.Globally, AR is commonly integrated into the practicum stage of ITE, reinforcing reflective and analytical capacities while fostering professional agency. However, its impact varies based on institutional structures, which shape the degree of autonomy and support available to student teachers. At the University of Pardubice, AR promotes student autonomy, extended classroom engagement, and tutor support. However, challenges persist, including limited collaboration with the school community, a tendency toward general rather than subject-specific inquiries, and the perception of AR primarily as an assessment requirement rather than a formative developmental tool. To maximise its potential, deeper institution	teacher agency; action research; critical inquiry