Dialogic research mentoring in pre-service teacher education

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dc.authoridEraldemir Tuyan, Seden/0000-0002-7631-3324
dc.contributor.authorTuyan, Seden Eraldemir
dc.date.accessioned2025-03-07T20:21:18Z
dc.date.available2025-03-07T20:21:18Z
dc.date.issued2023
dc.departmentÇağ Üniversitesi
dc.description.abstractPurposeThis paper presents the results of my learning using my expertise in teacher-research mentoring to address the needs of pre-service teachers and the requirements of the action research course in English language teaching. It reflects on the different procedures of my mentoring model, enriched by the dialogic research mentoring strategies informed by Freire's dialogic pedagogy.Design/methodology/approachThrough this first-person action research, the author aims to improve her teacher-research mentoring practice. As an inquiry into her own actions, the author examines her experiences, her understanding of them, and the potential meaning for her work as a teacher-research mentor during the two years she tutored the action research course. The author explores the procedures of the mentoring model she developed and the effectiveness of dialogic research mentoring in promoting critical consciousness and taking positive action in pre-service English language teachers.FindingsEffective actualization of the teacher-research mentoring process facilitates mentors' refinement and understanding of their roles during teacher-research mentoring. Perceived barriers can be overcome by adopting nine relevant strategies, which can be grouped into three themes: community-building, nurturing competencies, and fostering growth. Accordingly, the research mentoring model incorporates these strategies.Originality/valueThe insights enriched the existing knowledge of the dynamics of mentoring in general and of teacher-research in particular. Additionally, the study offers strategies developed based on my informed actions as the researcher to attain more effective outcomes during the research mentoring process.
dc.identifier.doi10.1108/IJMCE-12-2021-0110
dc.identifier.endpage283
dc.identifier.issn2046-6854
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85161391448
dc.identifier.scopusqualityQ2
dc.identifier.startpage267
dc.identifier.urihttps://doi.org/10.1108/IJMCE-12-2021-0110
dc.identifier.urihttps://hdl.handle.net/20.500.12507/3357
dc.identifier.volume12
dc.identifier.wosWOS:000999689300001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherEmerald Group Publishing Ltd
dc.relation.ispartofInternational Journal of Mentoring and Coaching in Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20241226
dc.subjectFreirean pedagogy
dc.subjectMentoring
dc.subjectPre-service teacher
dc.subjectReflexive practice
dc.subjectTeacher-research mentoring
dc.subjectAction research
dc.titleDialogic research mentoring in pre-service teacher education
dc.typeArticle

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