Insights From Informal Research Mentoring of Three University EFL Teachers

References

Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132-169. http://doi.org/10.3102/003465431140443510.3102/0034654311404435Search in Google Scholar

Allen, T. D., Eby, L. T., & Lentz, E. (2006). Mentorship behaviors and mentorship quality associated with formal mentoring programs: Closing the gap between research and practice. Journal of Applied Psychology, 91(3), 567-578. http://doi.org/10.1037/0021-9010.91.3.56710.1037/0021-9010.91.3.567Search in Google Scholar

Allwright, D. (1997). Quality and sustainability in teacher-research. TESOL Quarterly, 31(2), 368-370. http://doi.org/10.2307/358805410.2307/3588054Search in Google Scholar

Armstrong, S. J., Allinson, C. W., & Hayes, J. (2002). Formal mentoring systems: An examination of the effects of mentor/protégé cognitive styles on the mentoring process. Journal of Management Studies, 39(8), 1111-1137. http://doi.org/10.1111/1467-6486.0032610.1111/1467-6486.00326Search in Google Scholar

Arnold, E. (2006). Assessing the quality of mentoring: Sinking or learning to swim? ELT Journal, 60(2), 117-124. http://doi.org/10.1093/elt/cci09810.1093/elt/cci098Search in Google Scholar

Bailey, N. M., & van Harken, E. M. (2014). Visual images as tools of teacher inquiry. Journal of Teacher Education, 65(3), 241-260. http://doi.org/10.1177/002248711351913010.1177/0022487113519130Search in Google Scholar

Barkhuizen, G., Burns, A., Dikilita, K., & Wyatt, M. (2018). Empowering teacher researchers, empowering learners. IATEFLSearch in Google Scholar

Bell, A., & Treleaven, L. (2011). Looking for Professor Right: Mentee selection of mentors in a formal mentoring program. High Education, 61, 545-561. http://doi.org/10.1007/s10734-010-9348-010.1007/s10734-010-9348-0Search in Google Scholar

Blake-Beard, S. D. (2001). Taking a hard look at formal mentoring programs: A consideration of potential challenges facing women. Journal of Management Development, 20(4), 331- 345. http://doi.org/10.1108/0262171011038898310.1108/02621710110388983Search in Google Scholar

Bolander, L. K. (2019). Lessons learned: Towards a framework for integration of theory and practice in academic development. International Journal for Academic Development, 24(4), 369-380. http://doi.org/10.1080/1360144X.2018.154904610.1080/1360144X.2018.1549046Search in Google Scholar

Bosch, A., & Taylor, J. (2011). A proposed framework of institutional research development plans. Journal of Higher Education Policy and Management, 33, 443-457. http://doi.org/10.1080/1360080X.2011.58574210.1080/1360080X.2011.585742Search in Google Scholar

Boudreau, C., MacIntyre, P. D., & Dewaele, J. M. (2018). Enjoyment and anxiety in second language communication: An idiodynamic approach. Studies in Second Language Learning and Teaching, 8(1), 149-170. http://doi.org/http://pressto.amu.edu.pl/index.php/ssl10.14746/ssllt.2018.8.1.7Search in Google Scholar

Bourke, T., Ryan, M., & Ould, P. (2018). How do teacher educators use professional standards in their practice? Teaching and Teacher Education, 75, 83-92. http://doi.org/10.1016/j.tate.2018.06.00510.1016/j.tate.2018.06.005Search in Google Scholar

Boyd, P., & Smith, C. (2016). The contemporary academic: Orientation towards research work and researcher identity of higher education lecturers in the Health Professions. Studies in Higher Education, 41(4), 678-695. http://doi.org/10.1080/03075079.2014.94365710.1080/03075079.2014.943657Search in Google Scholar

Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2: Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57-71). American Psychological Association. https://doi.org/10.1007/978-94-007-0753-5_347010.1007/978-94-007-0753-5_3470Search in Google Scholar

Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2018). Thematic analysis. In P. Liamputtong (Ed.), Handbook of research methods in health social sciences (pp. 1-17). Springer. https://doi.org/10.1007/978-981-10-5251-4_10310.1007/978-981-10-2779-6_103-1Search in Google Scholar

Breu, K., & Hemingway, C. J. (2002). Collaborative processes and knowledge creation in communities-of-practice. Creativity and Innovation Management, 11(3), 147-153. http://doi.org/10.1111/1467-8691.0024710.1111/1467-8691.00247Search in Google Scholar

Brody, D., & Hardar, L. (2011). “I speak prose and I now know it.” Personal development trajectories among teacher educators in a professional development community. Teaching and Teacher Education, 27, 1223-1234. http://doi.org/10.1016/j.tate.2011.07.00210.1016/j.tate.2011.07.002Search in Google Scholar

Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101(4), 568-586. http://doi.org/10.1037/0033-295x.101.4.56810.1037/0033-295X.101.4.568Search in Google Scholar

Bullough, R. (2005). Being and becoming a mentor: School-based teacher educators and teacher educator identity. Teaching and Teacher Education, 21(2), 143-155. http://doi.org/10.1016/j.tate.2004.12.00210.1016/j.tate.2004.12.002Search in Google Scholar

Burns, A. (2005). Action research: An evolving paradigm? Language Teaching, 38, 57-74. http://doi.org/10.1017/S026144480500266110.1017/S0261444805002661Search in Google Scholar

Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge10.4324/9780203863466Search in Google Scholar

Cao, Y. L., Postareff, L., Lindblom-Ylänne, S., & Toom, L. (2019). Teacher educators’ approaches to teaching and connections with their perceptions of the closeness of their research and teaching. Teaching and Teacher Education, 85, 125-136. http://doi.org/10.1016/j.tate.2019.06.01310.1016/j.tate.2019.06.013Search in Google Scholar

Chng, H. H., & Geertsema, J. (2016). Fostering community, building trust, and navigating risks in academic development. International Journal for Academic Development, 21(3), 163-165. http://doi.org/10.1080/1360144x.2016.120357210.1080/1360144X.2016.1203572Search in Google Scholar

Clarke, M. (2004). Reconceptualizing mentoring: Reflections by an early career researcher. Issues in Educational Research, 14(2), 121-143Search in Google Scholar

D’Abate, C. P., & Eddy, E. R. (2008). Mentoring as a learning tool: Enhancing the effectiveness of an undergraduate business mentoring program. Mentoring & Tutoring, 16(4), 363-378. http://doi.org/10.1080/1361126080243369210.1080/13611260802433692Search in Google Scholar

Dikilitaş, K., & Mumford, S. E. (2016). Supporting the writing up of teacher research: Peer and mentor roles. ELT Journal, 70(4), 371-381. http://doi.org/10.1093/elt/ccw01410.1093/elt/ccw014Search in Google Scholar

Dikilitaş, K., & Wyatt, M. (2017). Learning teacher-research-mentoring: Stories from Turkey. Teacher Development, 22(4), 1-17. http://doi.org/10.1080/13664530.2017.140336910.1080/13664530.2017.1403369Search in Google Scholar

Dikilitaş, K., & Yaylı, D. (2016). Teachers’ professional identity development through action research. ELT Journal, 72(2), 415-424. http://doi.org/10.1093/elt/ccy02710.1093/elt/ccy027Search in Google Scholar

Dörnyei, Z., Henry, A., & Muir, C. (2015). Motivational currents in language learning: Frameworks for focused interventions. Routledge10.4324/9781315772714Search in Google Scholar

Dreyfus, H., & Dreyfus, S. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. Blackwell PublishersSearch in Google Scholar

Edwards, E., & Burns, A. (2016). Language teacher action research: Achieving sustainability. ELT Journal, 70(1), 6-15. http://doi.org/10.1093/elt/ccv06010.1093/elt/ccv060Search in Google Scholar

Ehrich, L. C., Hansford, B., & Tennent, L. (2004). Formal mentoring programs in education and other professions: A review of the literature. Educational Administration Quarterly, 40(4), 518-540. http://doi.org/10.1177/0013161X0426711810.1177/0013161X04267118Search in Google Scholar

Elliott, J. (2007). Reflecting where the action is: The selected works of John Elliott. RoutledgeSearch in Google Scholar

Engeström, Y., Engeström, R., & Kärkkäinen, M. (1995). Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities. Learning and Instruction, 5(4), 319-336. http://doi.org/10.1016/0959-4752(95)00021-610.1016/0959-4752(95)00021-6Search in Google Scholar

Ferman, T. (2002). Academic professional development practice: What lecturers find valuable. International Journal for Academic Development, 7(2), 146-158. http://doi.org/10.1080/136014403200007130510.1080/1360144032000071305Search in Google Scholar

Fletcher, S. (2012). Research mentoring teachers in intercultural education contexts: Self-study. International Journal of Mentoring and Coaching in Education, 1(1), 66-79. http://doi.org/10.1108/2046685121123163910.1108/20466851211231639Search in Google Scholar

Gao, X., & Zheng, Y. (2018). “Heavy mountains” for Chinese humanities and social science academics in the quest for world-class universities. Compare, 50(1), 1-19. http://doi.org/10.1080/03057925.2018.153877010.1080/03057925.2018.1538770Search in Google Scholar

Gardiner, M., Tiggemann, M., Kearns, H., & Marshall, K. (2007). Show me the money! An empirical analysis of mentoring outcomes for women in academia. Higher Education Research and Development, 26(4), 425-442. http://doi.org/10.1080/0729436070165863310.1080/07294360701658633Search in Google Scholar

Geschwind, L., & Broström, A. (2015). Managing the teaching-research nexus: Ideals and practice in research-oriented universities. Higher Education Research and Development, 34, 60-73. http://doi.org/10.1080/07294360.2014.93433210.1080/07294360.2014.934332Search in Google Scholar

Godreau, I., Gavillan-Suarez, J., Franco-Ortiz, M., Calderon-Squiabro, J. M., Marti, V., & Gaspar-Concepcion, J. (2015). Growing faculty research for students’ success: Best practices of a research institute at a minority-serving undergraduate institution. Journal of Research Administration, 46(2), 55-78Search in Google Scholar

Griffioen, D. M. E. (2020). Building research capacity in new universities during times of academic drift: Lecturers professional profiles. Higher Education Policy, 33, 347-366. http://doi.org/10.1057/s41307-018-0091-y10.1057/s41307-018-0091-ySearch in Google Scholar

Halai, A. (2006). Mentoring in-service teachers: Issues of role diversity. Teaching and Teacher Education, 22(6), 700-710. http://doi.org/10.1016/j.tate.2006.03.00710.1016/j.tate.2006.03.007Search in Google Scholar

Handley, K., Sturdy, A., & Fincham, R. (2006). Within and beyond Communities of Practice: Making sense of learning through participation, identity and practice. Journal of Management Studies, 43(3), 641-653. http://doi.org/10.1111/j.1467-6486.2006.00605.x10.1111/j.1467-6486.2006.00605.xSearch in Google Scholar

Hanks, J. (2019). From research-as-practice to exploratory practice-as-research in language teaching and beyond. Language Teaching, 52(2), 143-187. http://doi.org/0.1017/S026144481900001610.1017/S0261444819000016Search in Google Scholar

Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. Teachers College PressSearch in Google Scholar

Harnish, D., & Wild, L. A. (1994). Mentoring strategies for faculty development. Studies in Higher Education, 19(2), 191-201. http://doi.org/10.1080/0307507941233138203710.1080/03075079412331382037Search in Google Scholar

Harrison, J., & McKeon, F. (2008). The formal and situated learning of beginning teacher educators in England: Identifying characteristics for successful induction in the transition from workplace in school to workplace in higher education. European Journal of Teacher Education, 31(2), 151-168. http: //doi.org/10.1080/0261976080200013110.1080/02619760802000131Search in Google Scholar

Hu, J. (2017). 大学英语教师同伴互助的有效性 [A study on the effectiveness of foreign language teachers’ peer coaching]. 广东外语外贸大学学报[Journal of Guangdong University of Foreign Studies], 28(4), 124-130Search in Google Scholar

Jaremka, L. M., Ackerman, J. M., Gawronski, B., Rule, N. O., Sweeny, K., Tropp, L. R., Metz, M. A., Molina, L., Ryan, W. S., & Vick, S. B. (2020). Common academic experiences no one talks about: Repeated rejection, impostor syndrome, and burnout. Perspectives on Psychological Science, 3(15), 519-543. http://doi.org/10.1177/174569161989884810.1177/1745691619898848Search in Google Scholar

Jessop, T., Saunders, C., & Pontin, C. (2019). The challenges of academic development as a first graduate job: “Am I doing it right?” International Journal for Academic Development, 24(4), 317-329. http://doi.org/10.1080/1360144X.2018.155575810.1080/1360144X.2018.1555758Search in Google Scholar

Johnston, S., & McCormack, C. (1997). Developing research potential through a structured mentoring program: Issues arising. Higher Education, 33(3), 251-264. http://doi.org/10.1023/A:100294362912910.1023/A:1002943629129Search in Google Scholar

Kamvounias, P., McGrath-Champ, S., & Yip, J. (2008). Gifts in mentoring: Mentees’ reflections on an academic development program. International Journal for Academic Development, 13(1), 17-25. http: //doi.org/10.1080/1360144080196294910.1080/13601440801962949Search in Google Scholar

Kinchin, I. M., & Cabot, L. B. (2010). Reconsidering the dimensions of expertise: From linear stages towards dual processing. London Review of Education, 8(2), 153-166. http://doi.org/10.1080/14748460.2010.48733410.1080/14748460.2010.487334Search in Google Scholar

Kullman, J. (1998). Mentoring and the development of reflective practice: Concepts and context. System, 26(4), 471-484. http://doi.org/10.1016/S0346-251X(98)00033-510.1016/S0346-251X(98)00033-5Search in Google Scholar

Kyvik, S., & Aksnes, D. W. (2015). Explaining the increase in publication productivity among academic staff: A generational perspective. Studies in Higher Education, 40, 1438-1453. http://doi.org/10.1080/03075079.2015.106071110.1080/03075079.2015.1060711Search in Google Scholar

Lefstein, A., Vedder-Weiss, D., & Segal, A. (2020). Relocating research on teacher learning: Toward pedagogically productive talk. Educational Researcher, 49(5), 360-368. http://doi.org/10.3102/0013189X2092299810.3102/0013189X20922998Search in Google Scholar

Liu, X. M., & Chen, X. T. (2018). Journal retractions: Some unique features of research misconduct in China. Journal of Scholarly Publishing, 49(3), 305-319. http://doi.org/10.3138/jsp.49.3.0210.3138/jsp.49.3.02Search in Google Scholar

Long, J. (1997). The dark side of mentoring. Australian Educational Researcher, 24(2), 115-133. http://doi.org/10.1007/BF0321965010.1007/BF03219650Search in Google Scholar

Malderez, A. (2009). Mentoring. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 259-268). Cambridge University Press10.1017/9781139042710.034Search in Google Scholar

Malderez, A., & Bodoczky, C. (1999). Mentor courses: A resource book for trainer-trainers. Cambridge University PressSearch in Google Scholar

Mann, S., & Tang, E. H. H. (2012). The role of mentoring in supporting novice English language teachers in Hong Kong. TESOL Quarterly, 46(3), 472-495. http://doi.org/10.1002/tesq.3810.1002/tesq.38Search in Google Scholar

Mullen, C. A. (2008). Conclusion: Mentoring, change, and diversity: Findings and lessons. In C. A. Mullen (Ed.), The handbook of formal mentoring in higher education: A case study approach (pp. 297319). Christopher-Gordon Publishers IncSearch in Google Scholar

Orland, L. (2001). Reading a mentoring situation: One aspect of learning to mentor. Teaching and Teacher Education, 17(1), 75-88. http://doi.org/10.1016/S0742-051X(00)00039-110.1016/S0742-051X(00)00039-1Search in Google Scholar

Peng, J. E. (2020). Ecological pushes and pulls on women academics’ pursuit of research in China. Frontiers of Education in China, 15, 222-249. http://doi.org/10.1007/s11516-020-0011-y10.1007/s11516-020-0011-ySearch in Google Scholar

Quinn, L., Behari-Leak, K., Ganas, R., Olsen, A. M., & Vorster, J. A. (2019). Reflecting on feedback processes for new ways of knowing, being and acting. International Journal for Academic Development, 24(4), 330-341. http://doi.org/10.1080/1360144X.2019.159317410.1080/1360144X.2019.1593174Search in Google Scholar

Ragins, B. R., Cotton, J. L., & Miller, J. S. (2000). Marginal mentoring: The effects of type of mentor, quality of relationship, and program design on work and career attitudes. Academy of Management Journal, 43(6), 1177-1194. http://doi.org/10.2307/155634410.5465/1556344Search in Google Scholar

Ro, J. (2020). Curriculum, standards and professionalisation: The policy discourse on teacher professionalism in Singapore. Teaching and Teacher Education, 91(5), 1-10. http://doi.org/10.1016/j.tate.2020.10305610.1016/j.tate.2020.103056Search in Google Scholar

Sato, M., & Loewen, S. (2018). Do teachers care about research? The research-pedagogy dialogue. ELT Journal, 73(1), 1-10. http://doi.org/10.1093/elt/ccy04810.1093/elt/ccy048Search in Google Scholar

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14. http://doi.org/10.1037/0003-066x.55.1.510.1037/0003-066X.55.1.5Search in Google Scholar

Shen, B., & Bai, B. (2019). Facilitating university teachers’ continuing professional development through peer-assisted research and implementation team work in China. Journal of Education for Teaching, 45 (4), 476-480. http://doi.org/10.1080/02607476.2019.1639265S10.1080/02607476.2019.1639265Search in Google Scholar

Smith, M. K., & Lewis, M. (2015). Toward facilitative mentoring and catalytic interventions. ELT Journal, 69(2), 140-150. http://doi.org/10.1093/elt/ccu07510.1093/elt/ccu075Search in Google Scholar

Smith, R. (2020). Mentoring teachers to research their classrooms: A practical handbook. British CouncilSearch in Google Scholar

Smith, R., Connelly, T., & Rebolledo, P. (2014). Teacher-research as continuing professional development: A project with Chilean secondary school teachers. In D. Hayes (Ed.), Innovations in the continuing professional development of English language teachers (pp. 111-128). British CouncilSearch in Google Scholar

Smith, R., Rebolledo, P., Shamim, F., & Wyatt, M. (2015). Supporting teacher-research: Challenges and opportunities. In T. Pattison (Ed.), IATEFL 2014 Harrogate conference selections (pp. 197-201). IATEFLSearch in Google Scholar

Somekh, B., & Zeichner, K. (2009). Action research for educational reform: Remodelling action research theories and practices in local contexts. Educational Action Research, 17(1), 5-21. http://doi.org/10.1080/0965079080266740210.1080/09650790802667402Search in Google Scholar

Song, J. (2018). Creating world-class universities in China: Strategies and impacts at a renowned research university. Higher Education, 75, 729-742. http://doi.org/10.1007/s10734-017-0167-410.1007/s10734-017-0167-4Search in Google Scholar

Stoll, L. (2020). Creating capacity for learning: Are we there yet? Journal of Educational Change, 21, 421430. http://doi.org/10.1007/s10833-020-09394-z10.1007/s10833-020-09394-zSearch in Google Scholar

Timmermans, J. A., & Meyer, J. H. F. (2019). A framework for working with university teachers to create and embed “Integrated Threshold Concept Knowledge” (ITCK) in their practice. International Journal for Academic Development, 24(2), 354-368. http://doi.org/10.1080/1360144X.2017.138824110.1080/1360144X.2017.1388241Search in Google Scholar

Tsui, A. B. M. (2008). Distinctive qualities of expert teachers. Teachers and Teaching: Theory and Practice, 15(4), 421-439. http://doi.org/10.1080/1354060090305717910.1080/13540600903057179Search in Google Scholar

van Winkel, M. A., van der Rijst, R. M., Poell, R. F., & van Driel, J. H. (2018). Identities of research-active academics in new universities: Towards a complete academic profession cross-cutting different worlds of practice. Journal of Further and Higher Education, 42(4), 539-555. http://doi.org/10.1080/0309877x.2017.130140710.1080/0309877X.2017.1301407Search in Google Scholar

Viator, R. E. (1999). An analysis of formal mentoring programs and perceived barriers to obtaining a mentor at large public accounting firms. Accounting Horizons, 13(1), 37-53. http://doi.org/10.2308/acch.1999.13.1.3710.2308/acch.1999.13.1.37Search in Google Scholar

Vu, M. T. (2020). Between two worlds? Research engagement dilemmas of university English language teachers in Vietnam. RELC Journal, 52(3), 574-587. https://doi.org/10.1177/003368821988478210.1177/0033688219884782Search in Google Scholar

Wall, K. (2018). Building a bridge between pedagogy and methodology: Emergent thinking on notions of quality in practitioner enquiry. Scottish Educational Review, 50(2), 3-22. http://doi.org/10.1163/27730840-0500200210.1163/27730840-05002002Search in Google Scholar

Wang, Q., & Zhang, H. (2014). Promoting teacher autonomy through university-school collaborative research. Language Teaching Research, 18(2), 222-241. http://doi.org/10.1177/136216881350594210.1177/1362168813505942Search in Google Scholar

Wen, Q. (2017). 大学外语教师专业学习共同体建设的理论框架 [A theoretical framework for developing a professional learning community of university foreign language teachers]. Foreign Language Learning Theory and Practice, (3), 1-9Search in Google Scholar

White, S., Down, B., Mills, M., Shore, S., & Woods, A. (2021). Strengthening a research-rich teaching profession: An Australian study. Teaching Education, 32(3), 338-352. http://doi.org/10.1080/10476210.2020.173766610.1080/10476210.2020.1737666Search in Google Scholar

Wyatt, M., & Arnold, E. (2012). Video-stimulated recall for mentoring in Omani schools. International Journal of Mentoring and Coaching in Education, 1(3), 218-234. http://doi.org/10.1108/2046685121127947510.1108/20466851211279475Search in Google Scholar

Xu, X. (2019). Performing under “the baton of administrative power”? Chinese academics’ responses to incentives for international publications. Research Evaluation, 29(1), 87-99. http://doi.org/10.1093/reseval/rvz02810.1093/reseval/rvz028Search in Google Scholar

Yan, C. M. (2017). “You never know what research is like unless you’ve done it!” Action research to promote collaborative student-teacher research. Educational Action Research, 25(5), 704-719. http://doi.org/10.1080/09650792.2016.124515510.1080/09650792.2016.1245155Search in Google Scholar

Yang, L. X. (2011). Action education: Professional development model of high school EFL teachers. English Education in China, (4), 1-12Search in Google Scholar

Yuan, R., & Zhang, L. J. (2020). Teacher metacognitions about identities: Case studies of four expert language teachers in China. TESOL Quarterly, 54(5), 870-899. http://doi.org/10.1002/tesq.56110.1002/tesq.561Search in Google Scholar

Zheng, Y., & Guo, X. (2019). Publishing in and about English: Challenges and opportunities of Chinese multilingual scholars’ language practices in academic publishing. Language Policy, 18, 107-130. http: //doi.org/10.1007/s10993-018-9464-810.1007/s10993-018-9464-8Search in Google Scholar

Zou, T., & Felten, P. (2019). Being and becoming in academic development: Enduring questions, new contexts. International Journal for Academic Development, 24(4), 301-304. http://doi.org/10.1080/1360144X.2019.165887910.1080/1360144X.2019.1658879Search in Google Scholar