Abstract:
The present study investigates the effectiveness of adopting action research method to promote student teachers’ reflective thinking in teacher education and training. The participants are second year Master students of Didactics at the University of Bejaia. To carry out the research, a pre-experimental design is adopted. The experimental group receives treatment during two months. They adopted the action research method in their teacher training. To collect data, qualitative and quantitative data collection instruments are used. For qualitative data, we used focus group to evaluate the progress of the experiment, and diaries as an alternative to observation. For quantitative data
