Action research (AR) equips teachers with systematised reflections and rich data to transform, change, improve, and contest their own classroom practices. Thus, AR, as an inherent element in teaching, needs to be encouraged among teachers, and therefore it is in the hands of teacher educators in pre-service and in-service programmes and continuous professional development opportunities to provide student-teachers, teachers, and fellow teacher educators with awareness, knowledge, and experiences of AR. The aim of this chapter is to support teacher educators in disseminating the power of AR by discussion the implications of AR in ELTE (English language teacher education). We organise this chapter from general aspects to examples drawing on teacher educators’ experiences. First, we define AR and summarise its value, the role of teachers, and the crucial relevance of motivation and sustainability in AR engagement. Second, we discuss features and conditions of AR in its preparation, navigation, and socialisation. Finally, we share examples of teacher educators involved in teaching, doing, and supporting AR carried out with student-teachers, teachers and teacher educators across ELTE.

Action research (AR) equips teachers with systematised reflections and rich data to transform, change, improve, and contest their own classroom practices. Thus, AR, as an inherent element in teaching, needs to be encouraged among teachers, and therefore it is in the hands of teacher educators in pre-service and in-service programmes and continuous professional development opportunities to provide student-teachers, teachers, and fellow teacher educators with awareness, knowledge, and experiences of AR. The aim of this chapter is to support teacher educators in disseminating the power of AR by discussion the implications of AR in ELTE (English language teacher education). We organise this chapter from general aspects to examples drawing on teacher educators’ experiences. First, we define AR and summarise its value, the role of teachers, and the crucial relevance of motivation and sustainability in AR engagement. Second, we discuss features and conditions of AR in its preparation, navigation, and socialisation. Finally, we share examples of teacher educators involved in teaching, doing, and supporting AR carried out with student-teachers, teachers and teacher educators across ELTE.