PREPARING PRE-SERVICE TEACHERS FOR TECHNOLOGY-SUPPORTED ACTION RESEARCH IN AUTHENTIC CLASSROOM CONTEXTS

Abstract. This thesis examines how pre-service teachers can be prepared to conduct technology-supported action research in authentic classroom contexts. It focuses on the integration of classroom inquiry, digital data collection, reflective analysis, ethical responsibility, and evidence-informed instructional improvement. The study describes the competencies required for identifying a practical pedagogical problem, formulating researchable questions, gathering and interpreting classroom evidence, testing a small-scale intervention, and presenting findings through digital tools. A staged methodological model based on observation, planning, action, monitoring, reflection, and revision is proposed. Particular attention is given to mentor support, school-university collaboration, data privacy, digital research portfolios, and the limits of automated analytics. The thesis argues that action research preparation can help future teachers become reflective practitioners who make justified pedagogical decisions in response to real learner needs.