Action research is increasingly recognized as an important component in initial teacher education programs in different countries around the world. Either as an inquiry project conducted during a field experience, or as a research-inclusive course, action research processes are introduced to student teachers during their study period in order to support the development of reflective teachers. The present contribution briefly examines some pre-service teacher action research practices in different countries, identifies similarities and differences and discusses implications for teacher education in Turkey. [For complete volume, see ED567040.]