Abstract:
This study is a quasi-experimental exploration of Participatory Action Research (PAR) as a means to enhance reflective abilities in pre-service teachers at the Teacher Training School of Constantine (ENSC) in Algeria, starting from their 2nd year, and juxtaposing it with Traditional Instruction (TI). Through three phases, each targeting distinct capacities like critical reading, reflective writing, and problem-solving, the PAR program was purposefully and specifically designed in alignment with PAR principles. Acknowledging the vital role of reflection in teaching, this research underscores the existing incongruence in the approach to research sections in teacher training programs. In this study, it is hypothesized that early involvement of preservice teachers in PAR-oriented training is expected to significantly enhance their reflective abilities. The research methodology employed a pre-post design, using tests and reflective journals as integral research tools, with subsequent content analysis procedures applied for data analysis. Employing Kember et al.'s (2008) coding scheme and SPSS-driven quantitative analysis across four phases, including t-tests, mixed-design, repeated-measures ANOVA, and contrast tests, the study uncovered robust support for the PAR program's efficacy in nurturing reflective abilities among pre-service teachers, albeit with unexpected findings. In summation, this research advocates for the early infusion of PAR as a guiding philosophy in pre-service teacher education, striving to produce educators capable of genuine and meaningful reflection, thereby illuminating the transformative potential of PAR and reflective practices in shaping the future profile of educators, with profound implications for teacher education and professional development.
