Skip to main content
SpringerLink
Log in

Mentoring Teacher Research Online

  • Chapter
  • First Online:
International Perspectives on Mentoring in English Language Education

Part of the book series: International Perspectives on English Language Teaching ((INPELT))

Abstract

This chapter offers a data-led analysis of how mentors co-construct an online space for mentoring teacher-research remotely. We discuss how mentors support real-time data-led reflection, creating social and cognitive presence. The research context is the 2019 British Council Champion Teachers programme in Latin American countries. The analysis draws on interviews with mentors and recorded interactions from mentor-mentee meetings. The findings reveal mentors’ resourcefulness in creating an appropriate online reflective space. Some implications include the need to raise mentors’ awareness about fostering social and cognitive presence and the importance of investing time in getting to know mentees’ contexts. Engagement priorities suggested include future research focused on the roles mentors assume to prompt interpersonal dialogic reflection and the role of emotions in mentoring teacher-research online.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 159.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Allwright, D., & Hanks, J. (2009). The developing language learner, the developing language learner. Palgrave Macmillan. https://doi.org/10.1057/9780230233690

    Book  Google Scholar 

  • Banegas, D. L., & Brovetto, C. (2020). Ceibal en inglés: ELT through videoconferencing in Uruguay1. Mextesol Journal, 44(1), 1–7.

    Google Scholar 

  • British Council. (2019). Senior mentors report—Champion teachers project Chile.

    Google Scholar 

  • Burns, A. (2019). Action research in English language teaching: Contributions and recent developments. In X. Gao (Ed.), Second handbook of English language teaching (pp. 991–1005). Springer.

    Google Scholar 

  • Bustos-Moraga, C. (2017). Mentoring in-service teachers doing classroom-based research projects in Chile: The mentors’ perspective. Unpublished M.A. dissertation. University of Leeds.

    Google Scholar 

  • Cansoy, R. (2017). Teachers’ professional development: The case of whatsapp. Journal of Education and Learning. https://doi.org/10.5539/jel.v6n4p285

  • Charbonneau-Gowdy, P. (2016). Exploring the experiences of learners in a large scale distance language learning program offered in countries across Latin America. In Proceedings of the International Conference on e-Learning, ICEL (pp. 37–46).

    Google Scholar 

  • Copland, F., & Donaghue, H. (2019). Post observation feedback. In Walsh, S., & Mann, S. (Eds.), The Routledge handbook of English language teacher education (pp. 402–416). Routledge.

    Google Scholar 

  • Day, C., & Leith, R. (2001). Teachers’ and teacher educators’ lives: The role of emotion. Teaching and Teacher Education, 17, 403–415.

    Article  Google Scholar 

  • Dikilitaş, K., & Wyatt, M. (2018). Learning teacher-research-mentoring: Stories from Turkey. Teacher Development, 22(4), 537–553. https://doi.org/10.1080/13664530.2017.1403369

    Article  Google Scholar 

  • Dikilitaş, K., Göktürk Sağlam, A. L., Serra, M., & Mazzei, R. D. (2022). Mentoring presence for supporting international teacher-researchers. In M. Wyatt and K. Dikilitaş (Eds.), International perspectives on mentoring in English language education. Palgrave Macmillan.

    Google Scholar 

  • Edge, J. (1992). Co-operative development. ELT Journal, 46(1), 62–70. https://doi.org/10.1093/elt/46.1.62

    Article  Google Scholar 

  • Edge, J. (2006). Computer-mediated cooperative development: Non-judgemental discourse in online environments. Language Teaching Research, 10(2), 205–227. https://doi.org/10.1191/1362168806lr192oa

    Article  Google Scholar 

  • Edge, J. (2011). The reflexive teacher educator in tesol: Roots and wings. Routledge. https://doi.org/10.4324/9780203832899.

  • Ellis, N. J., Alonzo, D., & Nguyen, H. T. M. (2020). Elements of a quality pre-service teacher mentor: A literature review. Teaching and teacher education, 92(June). https://doi.org/10.1016/j.tate.2020.103072.

  • Gakonga, J. (2019). Mentoring and mentor development. In S. Walsh and S. Mann (Eds.), The Routledge handbook of English language teacher education (pp. 432–445). https://doi.org/10.4324/9781315659824-29.

  • Garrison, D. R. (1997). Computer conferencing: The post-industrial age of distance education. Open Learning, 12(2), 3–11. https://doi.org/10.1080/0268051970120202

    Article  Google Scholar 

  • Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6

    Article  Google Scholar 

  • Garton, S., & Copland, F. (2010). “I like this interview; I get cakes and cats!”: The effect of prior relationships on interview talk. Qualitative Research, 10(5), 533–551. https://doi.org/10.1177/1468794110375231

    Article  Google Scholar 

  • Gunawardena, C. (1995). Social presence theory and implications of interaction and collaborative learning in computer conferencing. International Journal of Educational Telecommunications, 1(2), 147–166. https://doi.org/10.1111/j.1541-0420.2011.01694.x

    Article  Google Scholar 

  • Hanks, J. (2017). Exploratory practice in language teaching: Puzzling about principles and practices. Research and Practice in Applied Linguistics.

    Google Scholar 

  • Hobson, A. J. (2016). Judgementoring and how to avert it: Introducing ONSIDE Mentoring for beginning teachers. International Journal of Mentoring and Coaching in Education, 5(2). https://doi.org/10.1108/IJMCE-03-2016-0024.

  • Kiddle, T., & Prince, T. (2019). Digital and online approaches to language teacher education. In S. Walsh and S. Mann (Eds.), The Routledge handbook of English language teacher education (pp. 111–124). Routledge. https://doi.org/10.4324/9781315659824-9.

  • Malderez, A., & Bodóczky, C. (1999). Mentor courses. Cambridge University Press.

    Google Scholar 

  • Mann, S. (2002). Talking ourselves into understanding. In K. Johnson & P. Golombek (Eds.), Teachers’ narrative inquiry as professional development (pp. 195–209). Cambridge University Press.

    Google Scholar 

  • Mann, S., & Talandis, J. J. (2012). Developing communities of practice at a distance. In L. England (Ed.), Online language teacher education: TESOL perspeectives (pp. 122–136). Routledge.

    Google Scholar 

  • Mann, S., & Tang, E. H. H. (2012). The role of mentoring in supporting novice English language teachers in Hong Kong. TESOL Quarterly, 46(3), 472–495. https://doi.org/10.1002/tesq.38

    Article  Google Scholar 

  • Mann, S., & Walsh, S. (2017). Reflective practice in English language teaching: Research-based principles and practices. Routledge. https://doi.org/10.4324/9781315733395

    Article  Google Scholar 

  • McIntyre, J., & Hobson, A. J. (2016). Supporting beginner teacher identity development: External mentors and the third space. Research Papers in Education, 31(2), 133–158. https://doi.org/10.1080/02671522.2015.1015438

    Article  Google Scholar 

  • Moodley, M. (2019). Whatsapp: Creating a virtual teacher community for supporting and monitoring after a professional development programme. South African Journal of Education. https://doi.org/10.15700/saje.v39n2a1323

  • Motteram, G. (2019). Videoconferencing tools as mediating artefacts in English language teacher development in challenging contexts. Journal of Educators Online, 26(1). https://doi.org/10.9743/jeo.2019.16.1.10.

  • Motteram, G., Dawson, S., & Al-Masri, N. (2020). WhatsApp supported language teacher development: A case study in the Zataari refugee camp. Education and Information Technologies, 25(6), 5731–5751. https://doi.org/10.1007/s10639-020-10233-0.

  • Murray, D. (2013). A case for online English language teacher education. Available at: https://www.tirfonline.org/.

  • Nguyen, H. T. M. (2017). Models of mentoring in language teacher education. Springer.

    Book  Google Scholar 

  • Orland-Barak, L. (2010). Learning to Mentor-as-Praxis. http://orcid.org/10.1007/978-1-4419-0582-6.

  • Rebolledo, P., & Bullock, D. (2019). Champion teachers Mexico: Stories of exploratory action research. British Council.

    Google Scholar 

  • Rebolledo, P., Bullock, D. and Smith, R. (2018) Champion Teachers Peru: stories of exploratory action research. British Council.

    Google Scholar 

  • Rebolledo, P., Smith, R., & Bullock, D. (2016). Champion teachers: Stories of exploratory action research. British Council.

    Google Scholar 

  • Richards, K. (2003). Qualitative inquiry in TESOL. Springer.

    Book  Google Scholar 

  • Smith, R., Connelly, T., & Rebolledo, P. (2014). Teacher-research as continuing professional development a project with Chilean secondary school teachers. In D. Hayes (Ed.), Innovations in the continuing professional development of English language teachers (pp. 111–129). British Council.

    Google Scholar 

  • Tomlinson, P. D. (1995). Understanding mentoring: Reflective strategies for school-based teacher preparation. Open University Press.

    Google Scholar 

Download references

Acknowledgements

The authors wish to thank the British Council for its contribution and CONICYT for its sponsorship.

Author information

Authors and Affiliations

  1. University of Warwick, Coventry, UK

    Claudia Bustos-Moraga & Steve Mann

Authors
  1. Claudia Bustos-Moraga
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Steve Mann
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Claudia Bustos-Moraga .

Editor information

Editors and Affiliations

  1. Khalifa University of Science and Technology, Abu Dhabi, United Arab Emirates

    Mark Wyatt

  2. University of Stavanger, Stavanger, Norway

    Kenan Dikilitaş

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Bustos-Moraga, C., Mann, S. (2022). Mentoring Teacher Research Online. In: Wyatt, M., Dikilitaş, K. (eds) International Perspectives on Mentoring in English Language Education. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-99261-3_15

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-99261-3_15

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-99260-6

  • Online ISBN: 978-3-030-99261-3

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation