• Teachers choose a very big/ too general area to explore

• The area must be authentic

- Developing RQs

- Choosing and developing tools

• Some teachers cannot distinguish between exploratory stage and action stage

• choosing the tools to match students' characteristics (e.g. young learners) --> using Thai in questions so that the young students could understand them

• teachers design one tool for each research question -> mentor can guide teachers to make use of the tool to get more than one answer

• teachers have confusion between research questions and questions to put in the tool --> mentors can help by asking which question would need more questions

• teachers have trouble in deciding the sequence of items of the data collection tool --> mentors help by suggesting the sequence

• teachers cannot think of related questions --> mentors can ask what teachers want to know from their students

• teachers sometimes do not create original work which may not fit their context

- Data analysis:

• mentors should use the template to help teachers explore the data and plan for the action plan

• teachers can have problems in synthesizing the data --> going through the data with teachers and co-analyze

• teachers cannot see some parts of the results --> mentor can ask questions to help teachers see in another perspective

- Designing an action plan and evaluating it.

• mentor can ask teachers what they want to solve from the data they collected

• mentor can suggest solutions and resources

• teachers can have problem in designing evaluation tools because they use the same exploratory questions

• Teachers only use pre-post test to evaluate their students --> mentors can suggest some more in-depth ways

- Data analysis

• Teachers should reminded whether the data collected can answer the action research questions

- Report findings:

• Timing

• Sharing experience

• Call ST to ask about their context.

• ST's and MT's context are quite similar so it doesn't take much time to understand that.

• At the earlier stage, talk about ST. Get to know them, their perception about working style and research and how they view their students.

Identifying problems

Designing research questions

• Show the possibility of data collection for each type of question

• Ask ST to elaborate on research problem and then together with MT, they look into the possibilities of doing the research.

• Show examples of past studies to ST (EAR publication, EAR PPT-EAR batch 1).

Choosing and developing tools

• Create a table of type of data and type of tools.

• Create a bank of tools (suggestion)

• Going through the questions on the questionnaire together with ST.

• Write a reflection together with ST - use coding system for each sentence to show if it's a description or feeling.

Implement the action plan

• Set the number of times to implement the action plan can be challenging. (Should we state clearly in the manual that how many times / duration of time the action plan should be implemented?)

Data analysis

• Do it with ST and try to motivate to see the good points n their reflection. ST is more confident later to see their data and learn about themselves.

• Remind the ST that everything done in the classroom is cherished. This is to create the positive perception for STs and keep them inspired.