Unlocking Pedagogical Puzzles: A Tripartite Research-Practice Partnership in Initial Language Teacher Education
in: Research-Practice Partnership in Language Education, Sin Wang Chong;,Hayo Reinders;,Qi Liu, Editor, Springer, London/Berlin , Leicester, pp.163-183, 2026
- Publication Type: Book Chapter / Chapter Research Book
- Publication Date: 2026
- Doi Number: 10.1007/978-3-032-17518-2_7
- Publisher: Springer, London/Berlin
- City: Leicester
- Page Numbers: pp.163-183
- Editors: Sin Wang Chong;,Hayo Reinders;,Qi Liu, Editor
- Dokuz Eylül University Affiliated: Yes
Abstract
There has been a shift in the conception of teaching, from viewing teachers as passive technicians who simply apply what they learn in teacher education programs, to recognizing them as active agents who make informed decisions based on their unique and complex teaching contexts (Kumaravadivelu, 2003). They are no longer seen as “merely a specialist in knowledge transference” (Kincheloe, 2003, p. 43) but “generators of situated knowledge” (Banegas & Cad, 2019, p. 23). Researchers argue that to make informed decisions and to become knowledge generators, teachers need to move beyond relying on routine, intuition-based choices and instead embrace evidence-based practices (Farrell, 2013; Pachler, 2003; Sato, 2023), such as action research, lesson study, and exploratory practice. In this regard, initial teacher education programs are seen as essential for preparing PSTs to become evidence-based practitioners in their future classrooms (Ceylan & Çomoğlu, 2024; Dikilitaş & Bostancıoğlu, 2019; Winch et al., 2015). To this end, PST education pro grams have been increasingly integrating research-based activities in their curricula to promote research engagement among PSTs, enabling them to collect and reflect on evidence or data to make informed decisions about their practices. In this study, we integrated research into a course offered in an initial language teacher education program in Turkey, using two innovative approaches: (1) In contrast to the traditional researcher-led approach, we designed a research-practice partnership model in an undergraduate course, creating a supportive and interactive space where PSTs collabo rated with their peers, an in-service English teacher and two teacher edu cators to explore and examine pedagogical puzzles that were meaningful to them (Hanks, 2017), (2) while most research-practice partnerships are integrated into practicum courses in the final year of teacher education, PSTs in this partnership engaged in research earlier, starting in their sec ond year of study (Hagevik et al., 2012; Moran, 2007; Vieira et al., 2021). This chapter begins by explaining the impetus behind these innovative approaches aimed at enhancing PSTs’ research engagement. It proceeds to provide detailed information on the specific context, methodology, and course design. Finally, it provides insights gained from the imple mentation of the innovative approaches.