An Experimental study on the role of Mentoring in Training In-service Teachers for Action research for Continuing Professional Development
Published 30-03-2017
Keywords
- Mentorship model,
- mentee,
- CPD,
- nurturing
How to Cite
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Abstract
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.
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