Initial English language teacher education: the effects of a module on teacher research

Darío Luis Banegas, Sal Consoli

Research output: Journal article publicationJournal articleAcademic researchpeer-review

10 Citations (Scopus)


Framed in action research, the authors investigated the perceptions and experiences of a cohort of student-teachers as they learned about and explored for the first time teacher research in a self-contained module as part of a four-year pre-service or initial English language teacher education (IELTE) programme in southern Argentina. The module, ‘Research in English Language Teaching’, ran from March–November 2018. It was led by a teacher educator based in Argentina and a UK-based colleague who acted as an external academic advisor. Drawing on qualitative research, data collection strategies included: the tutor’s journal; student-teachers’ journals; assignments; research proposals; report drafts; presentations; group discussions; interactions between the tutors; and end-of-course interviews. The findings show that the module had a positive effect on student-teachers’ identity, their English language proficiency, and the role of reflection in feedback processes. The student-teachers appreciated teacher research as reflective practice and as a source of professional development.

Original languageEnglish
Pages (from-to)491-507
Number of pages17
JournalCambridge Journal of Education
Issue number4
Publication statusPublished - Feb 2021


  • action research
  • English
  • feedback
  • professional development
  • reflective practice
  • student-teachers
  • Teacher research

ASJC Scopus subject areas

  • Education


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