An Experimental study on the role of Mentoring in Training In-service Teachers for Action research for Continuing Professional Development


  • Dr. Jayashree Inbaraj
  • Dr. Smita Gupta
  • Ms. Sheetal Zalte


Mentorship model, mentee, CPD, nurturing


Action research is acknowledged worldwide as a powerful form of learning and Mentoring is seen as a very effective method for continuing professional development and training (CPD). In this project, the mentors facilitate learning about skills in action research. The mentor’s role is to enhance the mentee on a particular skill, facilitate the mentee’s growth by simplifying research into doable steps,  share resources and networks, and challenge them to move beyond their comfort zone. The mentorship model creates a safe nurturing environment for taking risks and most importantly, focuses on the mentee’s total development.  It promotes a professional relationship that fosters guidance and support during the mentee’s development.  The objective of the paper is to capture the benefits of mentoring for in-service teachers in the area of action research through analysis of participant feedback on the process and benefits as a part of the UGC funded ongoing Major Research Project.


Bartlett, L. 1990. Teacher development through reflective teaching. In J.C. Richards and D. Nunan (eds.), Second language teacher

education. Cambridge: Cambridge University Press.

Briscoe, C. and Wells, E. (2002), Reforming primary science assessment practices: A case study of one teacher's professional development

through action research. Sci. Ed., 86: 417–435. doi:10.1002/sce.10021

Canning, C. (1991)”What teachers Say About Reflection”, article published by the University of Northern Iowa.

Chamot, A. U. (1995). The teacher's voice: Action research in your classroom. ERIC/CLNews Bulletin 18(2), 1, 5-8.

Clarke,R., Croft, P. (1998) Critical Reading for the Reflective Practitioner: Butterworth Heineman, Oxford.

Edge, J., & Richards, K. (Eds.). (1993). Teachers develop teacher’s research: Papers on classroom research and teacher development.

Oxford: Heineman International.

Freeman, D. (1996). Redefining the relationship between research and what teachers know. In K. M. Bailey & D. Nunan (Eds.), Voices from

the language classroom: Qualitative research in second language education (pp. 88-115). Cambridge: Cambridge University Press.

Freeman, D., & Richards, C. (1993). Conceptions of teaching and the education of second language teachers. TESOL Quarterly 17(2), 193-

Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University,


Kemmis, S. and McTaggart, R. (eds) 1988) The Action Research Planner, 3rd edition. Geelong, Deakin University Press.

Lillis, C. (2000) ‘Reclaiming school as a caring place’ in J. McNiff, G. McNamara and D. Leonard (eds) Action Research in Ireland. Dorset,

September Books.

McNiff, J. (1988) Action Research: Principles and Practice. London, Routledge.

McNiff, J. (2000a) ‘Virtual Professionalism and the Challenge for Irish educators’, Irish Educational Studies, 19: 139–150.

McNiff, J. and Collins, Ú. (1994) (eds) A New Approach to In career Development for Teachers in Ireland. Bournemouth, Hyde.

Whitehead, J. (2000) ‘How Do I Improve My Practice? Creating and legitimating an epistemology of practice’, Reflective Practice 1(1): 91–

Zeichner, K. (1998) ‘The new scholarship in teacher education’, Educational Researcher 28(9): 4–15

Websites: September 15th, 2016 October

th, 2016




How to Cite

Dr. Jayashree Inbaraj, Dr. Smita Gupta, & Ms. Sheetal Zalte. (2017). An Experimental study on the role of Mentoring in Training In-service Teachers for Action research for Continuing Professional Development. Research Inspiration: An International Multidisciplinary E-Journal, 2(II), 01–11. Retrieved from