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Mentoring teacher-research: challenges and benefits according to Nepali mentors

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This research paper looks at challenges and benefits in facilitating teacher-research expressed by nine mentors.

This small-scale research project sets out to systematically gather some in-depth qualitative data from a group of nine mentors with very recent experience of mentoring an average of ten secondary school teachers each on a nine-month-long (2019–20) British Council action research mentoring programme (ARMS-Nepal). 

While mentoring and teacher-research have separately generated a lot of literature, there have been very few studies which have put the two together and examined the specific skills and attributes which those aiming to facilitate teacher-research need to be aware of. This is what led the author, Richard Smith, to investigate the perceptions of a particular group of mentors he was working with over a nine-month period from June 2019 to February 2020, within the British Council Nepal’s ARMS programme.

We hope that the summary of findings will be useful for informing future training / mentoring within ARMS and other comparable programmes, as well as in individual cases outside these programmes.

This report is available in a pdf format below.



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