The Spanish translation of "A Handbook of Exploratory Action Research" is now published. You can read about the inspiration for the translation and the translation process itself here.
How can teacher educators support meaningful, evidence-based reflection among pre-service teachers, especially in times of uncertainty, in a country impacted by conflicts, disasters, emergencies and wars? Read on to see how an EAR project for teacher educators in Ukraine is doing this.
Khoi shares excerpts from his final mentoring conversation with his mentee Kankamon, accompanied by his reflections on their dialogue.
The work of NETRUZ in Uzbekistan was the focus of one of the sessions during the International Festival of Mentoring Teacher-Research (2024-2025). Here, Elyanora Menglieva and Ella Maksakova explain how NETRUZ was launched, and how it has grown over the last few years.
When I first joined the Teacher Research! Online 2025 Conference as a chair, I expected to be facilitating conversations, ensuring sessions ran smoothly, and supporting presenters. What I did not expect was how this experience would reshape how I think and act as a mentor.
As part of the International Festival of Mentoring Teacher-Research in ELT (2024-25) the webinar on 14 December 2024 focused on ‘Mentoring teacher-research as a local educational authority initiative’, in Delhi, India.
Thinking about writing a report of your EAR project but not sure where to start? This post by Sidney Martin might help you to get started.
As part of the International Festival of Mentoring Teacher-Research, three mentors talked about their experience of mentoring large groups. Here, Ravinarayan Chakrakodi shares his insights from a project in Bengaluru, India.
What does it mean to mentor or be mentored in teacher research? Read how Chang Liu and Yanli Liu developed a collaborative mentoring relationship.
Learn more about the 2025 'Mentoring teacher-research workshop series' and the impact it had on the participants.
