I should conduct action research more often”: Teacher educators’ professional development through action research

This study reports on the outcomes of a project aimed at building the research and pedagogical capacity of teacher educators in Kazakhstan, where reforms are being enacted to teach STEM subjects in English at the secondary school level and to increase research output at pedagogical universities. Sixty teacher educators from five Kazakhstani pedagogical institutions completed professional development modules focused on action research and pedagogies of STEM or multilingual education. Thematic analysis of pre- and post-professional development surveys, syllabi, and action research plans was conducted through the lenses of teacher identity formation, collaborative action research, and self-efficacy theory. The analysis revealed that teacher educators learned to value action research as a tool for enhancing teacher practices and expressed intentions to use it both as a scientific method and as a learning tool for pre-service teachers. However, practical challenges and still-developing self-efficacy were identified as potential constraints on the future use of action research. These findings emphasize the need for continued support and targeted interventions to fully integrate action research into teacher education in Kazakhstan.