Research-Based Learning for Pre-Service Teachers’ Meta-Reflexivity: Insights from English Language Teacher Education in Türkiye
AUSTRALIAN JOURNAL OF TEACHER EDUCATION, cilt.51, sa.3, ss.248-264, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 51 Sayı: 3
- Basım Tarihi: 2026
- Dergi Adı: AUSTRALIAN JOURNAL OF TEACHER EDUCATION
- Derginin Tarandığı İndeksler: Scopus, Emerging Sources Citation Index (ESCI), Educational research abstracts (ERA), ERIC (Education Resources Information Center)
- Sayfa Sayıları: ss.248-264
- Dokuz Eylül Üniversitesi Adresli: Evet
Özet
Drawing on Cramer et al.’s (2023) framework for meta reflexive teacher education, we conducted a case study to examine how research-based learning (RbL) helps pre-service teachers (PSTs) develop meta-reflexivity. The data was collected in an undergraduate course in Türkiye where 81 PSTs engaged in RbL through developing, explaining, and exploring their pedagogical puzzles (PPs). Analysis of data from written reflections and class recordings generated themes indicating that PSTs began to adopt a meta-reflexive stance through a set of research and reflection practices involved in their puzzle exploration processes. The study suggests that RbL may be a promising approach for fostering PSTs’ meta-reflexivity and may be considered as one of the essential components of language teacher education programs across contexts. Recommendations and implications are discussed for language teacher educators planning to integrate RbL into their courses to better equip PSTs for the uncertainties of the profession in the 21st century.
Keywords: research-based learning, meta-reflexivity, pre-service teachers, English language teacher education