Session Title:
Mentoring Teacher-Research
Logo:
Abstract:
Resources on facilitating teacher-research were limited until 2020, when the first EVO on Mentoring Teacher-Research was organized, leading to the development of an international mentor support group, now meeting monthly. This session aims to strengthen that community, providing guidance to enable (prospective) mentors to support teacher-research through experiencing peer-coaching.
Target audience:
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Teacher educators, teacher development group leaders etc. who are currently mentoring teachers or student-teachers to do research into their classroom practice
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Intending or past mentors of teacher-research who want to know more about the process before they begin (again)
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Curious but undecided potential teacher-research mentors who want to know more about what’s involved before they decide
Participants may also be:
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Decision-makers, administrators, school leaders, teacher educators or group leaders wondering whether to initiate and/or design a programme to encourage teacher-research
Session objectives:
By the end of this session, participants will have been enabled to:
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share ideas about the nature of mentoring and what mentoring teacher-research might specifically need to involve
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practise / reflect on teacher-research mentoring via engagement in weekly peer-coaching
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plan who to mentor; establish a timeline; and plan for effective communications
The following stages of teacher-research mentoring also will have been considered via related practical activities:
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Helping teachers to select a topic
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Guiding teachers in developing research questions
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Preparing teachers to collect data
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Helping teachers to share and reflect on their research
Aspects of the syllabus, and some of the practical activities, are based on the British Council publication, Mentoring Teachers to Research Their Classrooms,
itself based on extensive practical experience in Latin America and South Asia. This will be complemented by questions and insights from participants themselves in relation to their own experiences. Since last year we have also included some tasks which were produced from within the international mentoring support group which has been meeting monthly since 2021. As an innovation for 2024, participants will be practising and reflecting on experience of a particular approach to mentoring teacher-research termed ‘enhancement mentoring’ via weekly peer-coaching sessions.
We encourage teacher-research mentors to continue to link up internationally, and we will indicate resources and possibilities for follow-up. Participants will be invited to become members of our Mentoring Teacher-research support group community to continue developing professionally, engaging in new mentoring programmes, sharing their experiences and generating knowledge together. We also invite participants to take active part in face-to-face and online conferences such as Teachers Research! Online 2024.
Syllabus:
Registration Week: January 8–14
OBJECTIVES: By the end of this week, we hope you will have familiarized yourself with the Canvas Learning Management System (LMS), introduced yourself, including your hopes and expectations for the session, and got to know the EVO Mentoring Teacher-research moderators as well as other participants; you will also have browsed some of the resources provided about teacher-research and mentoring in general.
Week 1: January 15 - 21
OBJECTIVES: By the end of this week, we hope you will have
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Shared your teacher-research and teacher-research mentoring experiences
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Discussed why mentoring is important for supporting teacher-research
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Shared ideas about the nature of mentoring and what mentoring teacher-research specifically needs to involve
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Understood what enhancement mentoring involves.
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Been introduced to questions for hands-on experience in peer-coaching practice (1. What is your context; 2. What main problems/difficulties have you been facing professionally, and how have you overcome them?; 3. What successful teaching experiences have you had recently?)
1st online meeting – Sat. Jan. 20, 14:00–15:30 (GMT) (including peer-coaching re. questions 1. and 2. in break-out rooms)
Preparing for mid-week (Week 2) peer-coaching or self-coaching (the practice of enhancement mentoring): During Week 2, participants are expected to continue their peer-coaching conversation with one other participant at a mutually agreed time, establishing the context and some overall recent achievements.
Week 2: January 22 - 28
OBJECTIVES: By the end of this week, we hope you will have
· Learned how to help teachers to select a topic,
· Learned how to help teachers to develop research questions,
· Engaged in peer-coaching with another participant, meeting at a mutually agreed time mid-week, or engaged in ‘self-coaching’, establishing their
teaching context and some overall recent achievements,
· Been introduced to questions for further peer-coaching or self-coaching, pinpointing recent success (practice of ‘enhancement mentoring’)
(4. What particular successful experiences have you had recently?; 5. What were the signs of your success?; 6. What were the reasons for
your success?).
2nd online meeting – Sat. Jan. 27, 14:00–15:30 (GMT)
Week 3: January 29 - February 4
OBJECTIVES: By the end of this week, we hope you will have
· Learned how to prepare teachers to collect data,
· Learned how to support teachers as they collect data,
· Engaged in peer-coaching with another participant, meeting at a mutually agreed time mid-week, or engaged in ‘self-coaching’,
pinpointing recent success,
· Been introduced to questions for further peer-coaching or self-coaching, exploring and building on success (practice of ‘enhancement mentoring’)
(7. What do you want to explore further to extend your success?; 8. What could you do to extend your success?;
9. So, what do you take from / what have you gained from this mentoring process overall [for your teaching], and
what will you do from now, when and how?).
3rd online meeting – Sat. Feb. 3, 14:00–15:30 (GMT)
Week 4: February 5 - 11
OBJECTIVES: By the end of this week, we hope you will have
· learned to support teachers in analysing and interpreting their data,
· considered how to reflect on and research your own practice,
· completed a task involving consideration of who to mentor and establishment of a timeline and effective communications,
· engaged in peer-coaching with another participant, meeting at a mutually agreed time mid-week, or engaged in ‘self-coaching’,
exploring and building on success,
· (optionally) gained further experience of mentoring, via interaction in a special extra session with participants in
the Teacher-Research for Professional Development EVO 2024.
4th online meeting – Sat. Feb 10, 14:00–15:30 (GMT)
Week 5: February 12 - 18
OBJECTIVES: By the end of this week, we hope you will have
· Considered how to support teachers to reflect on and share their research,
· Formulated and shared your own teacher-research mentoring plans,
· Learned about follow-up support, including how to participate in the international mentoring teacher-research support group.
5th online meeting – Sat. Feb. 17, 14:00–15:30 (GMT)
Media:
- Live meeting space (for synchronous events/webinars: Zoom [Link to be provided following registration]
Readings:
Smith, R. (2020).Mentoring Teachers to Research Their Classrooms: A Practical Handbook. British Council.
Smith, R., Eraldemir Tuyan, S., Békés, E. A., & Serra, M. (2021). Enhancement mentoring for teacher-research: A positive approach in a crisis. English Language Teacher Education and Development (ELTED) Journal, 24, 43-61.
Other technology tools: (for posters)
Padlet: https://padlet.com/
Piktochart: https://piktochart.com/
Canva: https://www.canva.com/
Join this session:
Registration Jan. 8-15, 2024
For participants to join this session:
Suggested sponsor(s)--OPTIONAL:
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Sponsoring organizations
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Name / date of approval
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IATEFL ReSIG
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Ernesto Vargas Gil- Coordinator, 29.08.2023
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Moderators:
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Name (last, first)
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Email address
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Location
(country of residence)
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Institutional Affiliation
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Status of the moderator (new or returning?)
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If returning, the date of the Moderator Professional Development (MOD PD) session taken
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Biodata
(max. 50 words)
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Photo
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Eraldemir Tuyan, Seden
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sedentuyan@gmail.com
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Adana/Turkey
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Çağ University
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Returning
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Seden Eraldemir Tuyan, PhD. works as an educator at Çağ University, Mersin, Turkey. She has mentored EFL teachers in professional development contexts and during practicums. Besides co-hosting Mentoring Teacher-Research EVO sessions in 2020 and 2022, she was also the lead moderator for EVO 2023 Mentoring Teacher-Research session.
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| Garcia Stone, Ana |
anagarciastone@hotmail.com |
Spain |
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Returning
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Ana García Stone is a teacher and teacher educator based in Madrid. She has over 30 years of experience in ELT and her main interest is teacher-led CPD, including teacher classroom research. She has been a teacher mentor since 2000, and more recently in an international context. |
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| Chakrakodi, Ravinarayan |
ravirie@gmail.com |
India |
Regional Institute of English South India (RIESI) |
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New |
Ravinarayan Chakrakodi, Professor at the Regional Institute of English South India, Bengaluru, has an experience of more than 18 years in ESL teacher training. He worked as the Lead Coordinator for the British Council’s Action Research Mentoring Scheme for the 2019-20 cohort and has been involved in teacher research mentoring.
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| Serra, Mariana |
marianaserra2@gmail.com |
Argentina |
Universidad de Buenos Aires (UBA) |
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Returning
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Mariana Serra is a licentiate in English who works at the University of Buenos Aires. She is part of the international Mentoring Teacher-research community and its organizing committee. She was a member of Smith's team to develop the Enhancement mentoring approach (2020-2021) and co-authored Mentoring Presence for Supporting International Teacher-Researchers.
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| Smith, Richard |
r.c.smith@warwick.ac.uk
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UK |
University of Warwick
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Returning
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Richard Smith, professor at Warwick University, has worked as a teacher educator for almost twenty-five years. He has published widely and has worked with teachers from many countries, including as academic adviser to teacher-research mentoring schemes in Latin America and South Asia. Further information:
http://warwick.ac.uk/richardcsmith
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Primary Contact (Lead moderator only, please):
Name of Lead Moderator: Seden Eraldemir Tuyan
Email address: sedentuyan@gmail.com
Terms of Agreement (to be completed by Lead Moderators; please confirm by writing “I agree” in each item.)
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Terms of Agreement for EVO Session Lead Moderators
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Confirmation
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As Lead Moderator of my proposed EVO session, I am responsible for making sure that at least one moderator on the team is a member of TESOL or IATEFL, an affiliate association, or another English language teacher association.
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I agree
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As Lead Moderator of my proposed EVO session, I will register for MOD PD on or before the due date (Oct. 8, 2023), have notifications turned on, stay abreast of all developments in MOD PD, lead and encourage collaborations among the team, communicate deadlines, special events like EVO live webcasts, and other information to my co-moderators. If I am a first-time lead moderator, I will participate actively in all discussions.
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I agree
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As Lead Moderator of my proposed EVO session, I am responsible for making sure that first-time moderators register for MOD PD on or before the due date (Oct. 8, 2023) and participate actively in the five-week session(Oct. 8 - Nov. 12, 2023).
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I agree
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As Lead Moderator of my proposed EVO session, I affirm that first-time moderators found lacking in completing the expectations and tasks in MOD PD will be removed from the session.
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I agree
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I affirm that I am available to engage actively in the EVO session I have agreed to co-moderate between January 15 and February 18, 2024.
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I agree
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I further understand that
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EVO sessions are free of advertising and commercial sponsorship;
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EVO sessions are free and open to all;
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No academic credit will be given for participation in EVO sessions.
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I agree |
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