Abstract

The study assesses the challenges faced by pre-service teachers (PST) in conducting classroom-based action research (CBAR) during field study (FS) and practice teaching (PT) courses to inform the design of targeted interventions. Analysis of fifteen CBAR projects and 109 open-ended responses revealed recurring weaknesses, including unsubstantiated research problems, deficient literature reviews, ungrounded frameworks, poorly described samples, misaligned research designs, ambiguous data collection procedures, incoherent reporting of results, and weak conclusions and recommendations. Thematic analysis of open-ended responses highlighted additional challenges such as time constraints, difficulty in setting research problems, literature review challenges, conceptualizing research frameworks, methodological complexities, data analysis and interpretation struggles, and writing and reporting issues. Root cause analysis identified major factors such as over-reliance on anecdotal experiences, difficulties in synthesizing literature, limited competencies in research methodologies, time constraints, and insufficient integration of theoretical frameworks and data analysis methods. To address these issues, recommended interventions include scaffolding research instruction, consolidating research requirements across courses, adopting flexible data collection methods, and utilizing design thinking to ensure alignment and coherence. These strategies aim to enhance PSTs’ research skills, enabling them to conduct effective and meaningful CBAR projects.