Action Research Supervision in the B.Ed. Programme: Perspectives, Realities and Challenges: Evidence from Pakistan

Abstract

Action Research, despite its prominence in the B.Ed. curriculum, is still underutilized in Pakistan's academic sector to a great extent. Action research is exclusive to B.Ed. programmes, even if undergraduate courses in teacher education programmes cover various research methodologies. But the outcomes of these kinds of projects are frequently not rigorous, which pose a problem for supervisors in academic settings of all stripes. The study examines the marginalization of action research in B.Ed. programmes which also highlights the difficulties supervisors encounter in advising students, coordinating research objectives with instructional settings, and bridging theory and practice. Despite these obstacles, there are ways to make improvements, such as through specialized professional development programmes, cooperative platforms that allow supervisors to share best practices, and the promotion of a continuing learning culture. Teachers can improve their ability to deal with difficulties and see the possibilities of action research in Pakistani teacher education programmes. The study also shows how creative and empirical teaching approaches can be inspired by action research.