Transforming the practice of student teachers in the UAE through action research

Purpose – The purpose of this paper is to explore the outcomes of a final year action research project as part of an initial teacher education (ITE) programme in the United Arab Emirates (UAE). Design/methodology/approach – The approach taken was to examine the responses of graduate and student teachers to interviews and written prompts within a framework of theoretical benefits of action research and reflective practice: linking theory to practice, transforming teaching strategies; transforming student learning outcomes; developing professionalism and lifelong learning; and raising the status of teachers through empowerment. Findings – It was found that students referred to all of these outcomes in their responses, suggesting that classroom‐based action research is a valuable component of an ITE programme in the UAE. Research limitations/implications – This is a small‐scale study, but the results suggest that further examination of systematic reflective practice in the form of action research would be useful for teacher educators, especially those working in education systems undergoing reform. Originality/value – Empirical research into effective teacher education practices in the UAE is limited. This paper will, therefore, be of interest to teacher educators considering action research as a component of ITE programmes and also in terms of considering tasks to promote reflective practice.