‘It gives meaning and purpose to what you do’: Mentors’ interpretations of practitioner action research in education

Henthorn, R., Lowden, K. and McArdle, K. (2022) ‘It gives meaning and purpose to what you do’: Mentors’ interpretations of practitioner action research in education. Educational Action Research, (doi: 10.1080/09650792.2022.2106260) (Early Online Publication)

Abstract

This paper explores the experience of three mentors working with a group of 12 practitioner action researchers; practitioners who were recipients of an Action Research Grant (ARG) in a programme initiated and managed by the Educational Institute of Scotland (EIS). The EIS is a trade union, which represents over 80% of Scotland’s teaching professionals. The paper draws on these experiences, the views of participants and the research literature, to illustrate how action research, particularly that which is mentored by experienced colleagues, can empower teachers and enhance their practice to make positive difference to their learners and beyond and so becomes participatory action research (PAR).

• Item Type: Articles
• Keywords: Education
• Status: Early Online Publication
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Lowden, Mr Kevin
• Authors: Henthorn, R., Lowden, K., and McArdle, K.
• College/School: College of Social Sciences > School of Education > Educational Leadership & Policy
• Journal Name: Educational Action Research
• Publisher: Taylor and Francis
• ISSN: 0965-0792
• ISSN (Online): 1747-5074
• Published Online: 28 July 2022
• Copyright Holders: Copyright © 2022 The Author(s)
• First Published: First published in Educational Action Research 2022
• Publisher Policy: Reproduced under a Creative Commons licence