Does engaging in action research support trainee teachers in forming and reflecting on values?

Research output: Contribution to journalArticle


This paper reports on findings from a two-year project, which explored whether undertaking small-scale action research supported the development and articulation of the values of trainee teachers. Underpinned by a conceptualisation of teacher professionalism which prioritised research literacy, it used questionnaires to collect data from a sample of 220 B.Ed. students. The analysis utilised themes relating to research literacy and teacher formation. Findings demonstrated that students saw the relevance of empirical practitioner research. This process also appeared to afford opportunities for students to reflect on, and articulate, their values, and consider their impact at both a personal and pedagogical level.
Original languageEnglish
Pages (from-to)1-14
Number of pages14
JournalEducation 3-13
Early online date4 Feb 2020
Publication statusE-pub ahead of print - 4 Feb 2020


  • Research Literacy
  • Values
  • Action research
  • Initial teacher education
  • Reflection

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