Enhancing teacher education through action research: insights from EFL master’s theses in Estonia

Action research, as a valuable tool for teachers, enables evidence-based workplace improvement, addressing classroom challenges, and supporting students through individualized learning paths. This study examines the use of action research in English as a Foreign Language (EFL) master’s theses within Estonian teacher education programmes. Using a systematic review methodology, it investigates the educational issues, research objectives, and methodological approaches most commonly addressed, as well as the strengths and limitations of these theses. Findings indicate that action research offers student-teachers – many of whom are practicing teachers due to Estonia’s teacher shortage – a practical framework for tackling real-world challenges in their classrooms. The theses primarily focus on improving teaching methodologies and fostering learner motivation. While qualitative methods are robustly applied, notable deficiencies include limited quantitative analysis, insufficient ethical considerations, and superficial reflection, highlighting the need for enhanced methodological and analytical support. The study concludes with recommendations for improving action research in teacher education, including better integration of quantitative methods, deeper reflective practices, and targeted supervisor training. The findings underscore the transformative potential of action research for bridging theory and practice in teacher preparation, providing a replicable model for other educational systems aiming to enhance teacher education.