2632-6779 (Print)
2633-6898 (Online)
Scopus
Ulrich’s Periodicals Directory (ProQuest)
MLA International Bibliography
MLA Directory of Periodicals
Directory of Open Access Journals (DOAJ)
QOAM (Quality Open Access Market)
British National Bibliography
WAC Clearinghouse Journal Listings
EBSCO Education
ICI Journals Master List
ERIH PLUS
CNKI Scholar
Gale-Cengage
WorldCat
Crossref
Baidu Scholar
British Library
J-Gate
ROAD
BASE
Publons
Google Scholar
Semantic Scholar
ORE Directory
TIRF
China National Center for Philosophy and Social Sciences Documentation
Irem Çomoğlu
Dokuz Eylul University, Türkiye
Serhat Başar
Dicle University, Türkiye
Ali Oztüfekçi
Bahceşehir University, Türkiye
Serap Keleş
University of Stavanger, Norway
Kenan Dikilitaş
University of Bergen, Norway
Abstract
This systematic review provided an overview of the characteristics of empirical studies on research-based practices, nature of these practices, and their reported outcomes in the context of pre-service English language teacher education. Based on a comprehensive literature search in three databases, 19 studies were selected as eligible in line with the a priori defined criteria. Findings indicated a growing interest and increase in research on the topic from 2016 onwards. The most-common research-based practice offered to pre-service teachers was action research (13 studies in total). The results of the reviewed studies were synthesized with thematic synthesis. The synthesis of the findings revealed that research engagement influenced pre-service teachers’ professional learning in three interacting dimensions: developing a professional teacher identity, cultivating criticality, and merging theory with practice. The findings and their implications were further discussed for positioning pre-service English language teachers as researchers and research-based teacher education in all fields.
Keywords
Systematic review, pre-service English language teachers, research engagement, research-based teacher education