Nurturing Teachers’ Research Mindset in an Inquiry?Based Language Teacher Education Course

This study investigates the impact of an inquiry-based teacher education course in nurturing second language (L2) teachers’ research mindset, defined herein as their cognition and action toward research. One hundred thirty pre- in-service L2 teachers various nationalities participated a on instructed acquisition (ISLA) at Australian university. The was designed following approach, with activities focused promoting learners’ curiosity about ISLA issues engagement both Data were collected before, during, after participation, using precourse survey, written reflections, focus group interviews. Findings revealed that enabled learners to adopt stronger mindset. They able articulate importance for teaching practice gained firsthand experience well increased confidence conducting also showed inclination research-informed keen maintain newly established favorable relationship research, despite acknowledging concerns future actual engagement, mostly due time constraint lack institutional support. These findings suggest implications mindset within courses.