Action research as an effective approach in the professional development of primary school teachers
Received: 2026-05-18
Published: 2026-06-06
Abstract
This article analyzes the theoretical and practical aspects of integrating pedagogical action research into the professional training of future primary school teachers. It substantiates the effectiveness of using action research and lesson study approaches as methods for completing final qualification projects for students at pedagogical universities. The study's objective is to theoretically substantiate and experimentally test the potential of action research as a tool for developing professional reflection, a research culture, and practice-oriented competencies in students. This article presents the experience of organizing a lesson study in a research group format during a teaching internship. It describes the stages of joint planning, implementation, observation, and reflective analysis of lessons, as well as the use of a reflective diary developed at the Kazakh National Women's Pedagogical University as a means of presenting the results of a final qualifying work. It is concluded that the integration of action research into the structure of final qualification projects facilitates the integration of research and practical training for future primary school teachers.
Keywords
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