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

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