Abstract
This chapter examines how online research mentors were able to support an international cohort of teacher-researchers who participated in classroom-based professional development through Electronic Village Online, facilitated by TESOL International Association. Research mentors and mentees interacted through written communication both synchronously and asynchronously. In the chapter, we analyse research mentors’ written feedback on the mentees’ development of their research plans, adapting three forms of presence: social, cognitive, and researching, based upon Garrison’s (Encyclopedia of distance learning, 2009) community of inquiry (CoI). We argue that it is especially important for mentors to establish co-presence in online environments to support teacher-researchers’ engagement in reflective and critical interaction. Drawing on our findings, we suggest implications for enhancing online multilateral presence, as well as strategies for presence-supportive research mentoring.
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Dikilitaş, K., Göktürk Sağlam, A.L., Serra, M., Mazzei, R.D. (2022). Mentoring Presence for Supporting International Teacher-Researchers. 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_16
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DOI: https://doi.org/10.1007/978-3-030-99261-3_16
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