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Hi everyone, this is Jimmy from Peru. I will do my action plan for researching which I have considered to orginized a workshop for "Teacher Research", issues that teachers will have to face after two years getting back to  face to face classes. Any ideas or comments let me know!
Warmly,
Jimmy Riojas

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My plan for mentoring teacher-research (template) jimmy RIOJAS- PERU

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This is an aspiration rather than a plan.
I'd like to approach the Paratesol organisation (The Py chapter of TESOL Intl) to offer this program to its members. I need to follow certain steps to achieve this.
1. I need to carry out a bit more research to be clear on what ETR entails. For this, I've started doing a bit of research in my class and asked Suchita from India to act as my mentor, so I can follow the process step by step. My lessons have just started and I believe this will take a couple of months to complete.
2. I need to get in touch with Mariana in Argentina to find out how the program was set up there and the challenges and successes of the partnership with the teaching association.
3. Write down a proposal to present to the Paratesol Board followed up with a meeting to discuss the steps forward.
4. Do some sort of formal presentation to the members so they are aware of how the program works (for this I'll need to look at the resources and help from already existing programs)
5. Finally when everything's in place have a go!

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I will be mentoring teachers who are doing their B.Ed. degree until the end of June.

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The teacher Mariana Serra and I are mentoring is an English Language Lecturer here.

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I will be co-mentoring transnationally again but this time with Mariana Serra, based in Buenos Aires.  We are mentoring a teacher working in the Kurdistan region of Iraq who wants to find a way of supporting her students' wellbeing so Mariana and I are both hoping to be able to understand her context and help.  Also, I have asked Mariana to help me find a research question about my own practice as a mentor - Seden mentioned mentoring as a mindset, which I thought was interesting and an avenue worth following.
Ana

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Cosme Zinsou Odjo

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Renu Dhotre
I plan to mentor 5/6 teachers from India beginning from mid March . I have talked to few classroom teachers regarding classroom based research and they are ready to participate in this project.
I plan to begin with the orientation workshop in mid March and explain them about EAR along with the time schedule. Other workshops will follow in the framework set.
The key concern of most of the teachers are to find out the effects of online learning on Language learning especially on writing skills ( creative writing)

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I plan to mentor 4-5 teachers in their exploratory action research along with co- mentor from India starting May 2022 . That is the time ,teachers will get free somewhat and will have lighter academic calendar. We will follow a hybrid plan / model of mentoring depending upon the corona situation. Co- mentor and I plan to hold 2 days face- to- face  orientation in mid May to demystify their perception about research . This would also involve introduction to EAR , its process and making them reflect and discuss on their concerns, issues and puzzles . Post this , my co- mentor and I will.prepare a schedule.spread over 8-9 months covering different stages of EAR like selection of problem , formulating research question, data collection and analysis and next steps . Hopefully , by Feburary 2023 , we as a group will be able to disseminate our key learnings and findings with a larger community . We hope to have both F2F and online meetings / sessions to make the entire process effective , engaging and productive for both mentors and teacher researchers to gain personally and professionally .

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Dr.Dipti A.Trivedi,
Lecturer,
DIET,Mehsana,Gujarat,India

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I am planning to mentor 4-4 mentees for two different symposiums- one for next IATEFL conference(May-2022) and the other one AALA conference(Octomber-2022).
I am thinking about-
How should I have to assess two different groups?
Which Strategies have I follow to inspire my mentees to motivate their colleagues to innovate new ideas or do EAR?

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Manjusha S.Sagrolikar
My mentoring plan:

EMAR(Enhancing Mentoring for Action Research)
Maharashtra (India)
Since couple of years I observe that my mentors get less time for exploration. This step is more important in EAR. I feel I have to concentrate on mentoring dialogues.So those who are active members from EMAR team I'll focus on this issue.
RQ:
1.How I can motivate my mentors for exploration with mentoring dialogues?
2.How my mentors can help their mentees in exploration?
3. What can I need to observe in exploration?

Data collection:
One to one interview, whatsapp discussion, observation notes,templates

Duration: 15th February to 30th March 2022.
Source: Mentoring handbook, and other prescribed journals from TR-Mentoring group.

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SSN College of Engineering, State Highway 49A, Kalavakkam, Tamil Nadu

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SSN College of Engineering, State Highway 49A, Kalavakkam, Tamil Nadu

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SSN College of Engineering, State Highway 49A, Kalavakkam, Tamil Nadu

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I along with my teacher colleagues at my school are going to do some CBR on some cross cutting issues. They will come up with the challenges they find in their class and start working from the most serious one. We have planned to complete this process and share the findings in four months of time. Our newly appointed principal is also a mentor of EAR so I feel easy to work collaboratively with him. At first we plan to work from our own school since charity begins at home,then we will share and help other teachers outside the school.

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Bebel and Inés' plans:
Specialization Course in English

Language Letras Department, PUC-Rio

Module: Exploratory Practice Workshop 2022.2

21 hours (six three-and-a-half-hour sessions)

EXPLORATORY PRACTICE WORKSHOP:

WORKING TO UNDERSTAND OUR CLASSROOM LIVES

Our initial puzzles:

1. Why do we find it difficult to engage teacher-mentees who area attending our online teacher-research (Exploratory Practice) module to form a learning community?

2. Why do we find it difficult to engage teacher-mentees who area attending our module to adopt a critical stance?

3. Why do we feel that some of our teacher-mentees find it hard to tolerate ambiguity/uncertainty?

4. Why do teacher-mentees seem to find it difficult to accept the opportunities created to exercise their agency and autonomy?

5. Why do we find that we, as workshop organizers, may not be taking fully into account, in our planning, the atmosphere and time constrains of online workshops?

6. Why do we think that, maybe, we are not presenting our ideas and the workshop proposal clearly enough? Or, is it that this philosophical stance is unfamiliar/alien to them in their workplace contexts?

7. Why don’t teacher-mentees do assignments (reading, watching videos, etc) in an agentive and autonomous mode?

Workshop description:

Introduction to the notions of Exploratory Practice as a modality of Practitioner Research. A reflection on life in classrooms and other contexts integrated into everyday practices. Hands-on opportunities for participants to adapt familiar pedagogic activities as investigative tools. Students, teachers, colleagues, coordinators, as practitioners and agents of their search for understanding.

Our Exploratory Practice Investigation:

In 2022, we are planning to take the opportunity offered by this workshop to investigate some of our puzzles about our previous experience running this Exploratory Practice Workshop in the Specialization Course in English at PUC-Rio (a 21-hour workshop distributed in six three-and-a-half-hour sessions). Each session will enable us (teachers and students) to investigate the group’s puzzles at the same time as we focus on Exploratory Practice notions, such as ‘learning opportunities’, ‘monitoring’, ‘understanding’, ‘autonomy’, ‘quality of life’, among others.

SESSION 0 (Prior to the module)

An Exploratory Conversation with a group of 12 students who have been working within EP in online courses/modules/workshops.

We started the exploratory conversation by asking the students to join the conversation whenever they wanted to share their feelings about having been invited to the online session and about being there … Our intention was to understand if, by starting the discussion with this initial reflection, the group would manage to express some awareness of their reflective engagement in the situation. We also hoped to understand if there would be any signs of an emerging learning community. (Puzzle 1).

As the session went on, other understandings related to puzzles 6 and 7 were shared by all participants. We intend to analyze the recording focusing on the reflective discourse in which themes such as ‘community’, ‘bonding’, ‘emotions’, ‘diversity’.

As an illustration, we present here our preliminary planning of the first two sessions. We are aware that this plan will be refined according to our analysis of Session 0 and to the subsequent session with the actual workshop group.

SESSION 1 “Narrating and sharing our learning experiences as students, teachers or teacher-learners in teaching or learning communities”

Guiding puzzle: Why do we find it difficult to engage teacher-mentees who area attending our online teacher-research (Exploratory Practice) module to form a learning community?

Description: In this session, as a way of starting their Exploratory Practice experience, participants will think back into their past learning or teaching experiences with an awareness of the notion of teaching or learning communities. Or, maybe we will encourage the group to reflect upon their expectations or feelings about starting an online workshop on Exploratory Practice.

What puzzles arose during this session?

SESSION 2 “Narrating and sharing creative or innovative activities that you have remember having proposed”

Guiding puzzles:

Why do teacher-mentees seem to find it difficult to accept the opportunities created to exercise their agency and autonomy?

Why don’t teacher-mentees do assignments (reading, watching videos, etc) in an agentive and autonomous mode?

Description: In this session, as a way of helping participants them engage in a learning community and raise their awareness of their idiosyncracies as teacher-learners, participants will be invited to tell about activities they created as teachers or experienced as learners.  The sharing of these experiences could be done in poster or other multimodal expressions.

What puzzles arose during this session?

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I have been informally mentoring an amazing English teacher in Latvia; our friendship and collaboration started with a fundraising project for building primary schools in Laos. I explained to him that I needed to become less directive, so we agreed on informal tutorials led exclusively by his reflections on his teaching. The process has already resulted in interesting insights and some initial data gathering. Even a publishing opportunity is on the horizon!

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I hope to continue my "mentorials" with a beginning English teacher in Latvia. My focus is on how I can strengthen such elements of my mentoring as being a nurturer and a sponsor. My special interest is the joint exploration of classroom issues that might lead to teacher-research early on in an educator's career as well as identifying novel ways of disseminating the results of our explorations :-)...

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Now we are working with wonderful mentees and after finishing their researches, with our Netruz project team we are going to organise a conference in spring

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Escola Oficial d’Idiomes de Tarragona, Carrer de Smith, Tarragona

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Escola Oficial d’Idiomes de Tarragona, Carrer de Smith, Tarragona

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Escola Oficial d’Idiomes de Tarragona, Carrer de Smith, Tarragona

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Good practices Workshop: Every year the EOI Tarragona organizes a workshop where we share ideas and provide feedback in order to build sense of community (Curs de BBPP, contact: smart47@xtec.cat)

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Coventry - researching TR mentor development

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Coventry - researching TR mentor development

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researching issues arising in mentors' learning experience, with a view to updating the handbook Mentoring Teachers to Research Their Classrooms and improving 'mentor-training'

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I'm planning to mentor 6 mentors from different parts of Nepal, who will in turn be working with 4-5 teachers each. We'll have an initial orientation period (Feb. - mid-March) and then 6 weeks' exploratory research by teachers (April-mid-May, until probable elections) followed by presentations (first half of June); then, with a new academic year (July onwards, after 2 weeks vacation in second half of June), there'll be 3–4 months of exploratory action research with new students (July to October)