Beyond the Research Project: Pre-Service Teachers' Experiences of Classroom Research

Abstract

Classroom research is an essential component of teacher education because it enables pre-service teachers to develop research competence through authentic learning experiences. This study explored pre-service teachers' experiences in conducting classroom research by examining the challenges they encountered, their understanding of research ethics, and the support they perceived throughout the research process. A qualitative descriptive design was employed using written reflection reports as the primary data source. Participants were selected through purposive sampling, and the data were analyzed using Braun and Clarke's thematic analysis. The findings identified three major themes: (1) emotional, methodological, data management, and academic writing challenges; (2) understanding of fundamental research ethics, including informed consent, confidentiality, anonymity, transparency, and responsible data management; and (3) the importance of academic supervision, peer collaboration, and the responsible use of artificial intelligence in supporting the research process. Findings suggest that classroom research contributes to the development of research competence, reflective thinking, and professional awareness. Therefore, teacher education programs should strengthen research methodology instruction by providing authentic research experiences, continuous supervision, ethics education, and guidance on the responsible use of emerging technologies.