Using participatory research with student teachers in a South African English Education lecture-room: methodological implications

Abstract

This article focusses on the methodological implications of using participatory action research (PAR) in an English Education lecture-room at a South African university. It argues that research with, by and for student teachers may engender their empowerment and transformation. Using a system of interventions with literary texts as catalysts, the student teachers worked towards becoming agents of change in their future classrooms. Over a twoyear period, the student teachers and researcher worked collaboratively on the study that was framed by critical pedagogy. Information was collected using interviews, focus groups, student evaluations, drawings and written work and the data was analysed qualitatively. The study found that using PAR teaches student teachers important research skills that they may take into their classrooms. Further, the use of active dialogue and collaboration in a supportive environment facilitates PAR progressing successfully. Finally, critical reflexivity in PAR enables the process of change agency.