Collective learning in pre-service teacher education: exploring challenges, negotiations, and co-constructed solutions towards continuing professional learning and development

Despite extensive research on professional learning and development in education, there is a significant gap in adopting action research methods as a localised approach to explore professional learning, especially in the pre-service domain. This article delves into the process of collective experiences, joint negotiations, co-constructed solutions, and reflective practices among pre-service teachers, cooperating teachers, and the university mentor throughout the five-phase teaching practicum, driven by action research methods. Through first- and second-person inquiries, observations, reflective notes and sharing sessions as research instruments, findings reveal that joint reflective discourse among stakeholders led to a deeper understanding of unvoiced challenges in teaching practicum, including teaching approaches, classroom management, diversity, learner differences, multiple roles, and heavy workloads. Findings explore how interactive processes within and among individuals facilitate ongoing negotiation and the development of shared solutions, fostering a dynamic and transformative professional learning environment for both pre-service teachers and in-service educators. Creating a platform for the recursive sharing of perspectives is crucial for promoting continuous professional learning during a teaching practicum. This entails promoting active dialogues among school placements, universities, and local authorities, facilitating the exchange of critical reflections, and ultimately supporting continuing professional learning and development in education.