Developing teacher-researcher identity through participatory action research in a teaching practice course

This study explores how pre-service elementary school teachers (PSETs) develop a teacher-researcher identity through participatory action research (PAR) in a teaching practicum course. Using a qualitative case study design, two PSETs conducted PAR on student nutrition and food accessibility over two semesters. Data sources included reports on problem identification, planning, and evaluation, as well as final reflections and semi-structured interviews. Thematic analysis identified four interrelated dimensions of identity development: (1) addressing educational challenges, (2) designing and conducting research, (3) using evidence to support claims, and (4) engaging in collaboration and critical reflection. The findings revealed two distinct yet equally valuable trajectories: one participant focused on classroom-based interventions, while the other adopted a broader, justice-oriented approach. The study illustrates how PAR supports critical analysis of educational issues, evidence-based thinking, and reflective teaching practice. These findings underscore the importance of integrating structured reflection and collaborative research into practicum courses to help future teachers become research-informed, critically engaged, and professionally empowered educators.