Mind the gap: factors which inhibit supporting student teachers to engage in action research while on school placement

In the Irish context, there is an expectation for research to be embedded across the continuum of the teaching profession, including initial teacher education. The Teaching Council has set out the requirement for student teachers to engage in research on their own practice, while on school placement, which links learning in their higher education institutions and the host school. This paper aims to examine some of the factors which inhibit support for student teachers to engage in action research while on school placement. This case study uses a constructivist and interpretivist philosophy. The design and analysis are underpinned by the triangulation of qualitative data collection through questionnaires, focus groups, group interviews and semi-structured interviews. Themes are developed using thematic analysis. Key findings include challenges encountered in supporting student teachers to engage in action research, not least conducting research ethically, and the power dynamics at play in school placement.