Technology-enabled action research in mentoring teacher researchers

Sarah Fletcher

Abstract


How far does digital technology enable teachers to explain the ?Ǩwhat?ǨѢ and ?Ǩhow to?ǨѢ of their professional knowledge and enable insights into their personal knowledge, which shapes and is shaped by their practice? This article explores the genesis, evolution and ?Ǩgenerativity?ǨѢ of educational research mentoring for school teachers. It examines the use of web-based templates as a way of scaffolding and eliciting as well as enable the representation of knowledge generated by self-study action research, here presented through case studies. Drawing on recent work with teacher-researchers, the author locates the use of digital technology in action research integrated with mentoring as a collaborative enquiry.

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Editor-in-Chief: Prof Norbert Pachler
UCL Institute of Education, University College London
ISSN 1746-9082

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