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Dr Richard Smith shared a post at the facebook group<\/p>\n
Teachin<\/a><\/b>g English & Teaching in English in global contexts<\/a><\/b><\/p>\n by\u00a0<\/span><\/span>Richard Smith, Erzs\u00e9bet \u00c1gnes B\u00e9k\u00e9s, Mariana Serra & Seden Eraldemir Tuyan<\/strong><\/span><\/p>\n 16 January 2021<\/span><\/span><\/p>\n\n\n\n\n\n\n\n\n\n\nHere are the recording and slides from our IATEFL Research SIG webinar on ‘Enhancement Mentoring for Teacher-research: a hopeful response to Covid-19’ (a kind of ‘lockdown diary’ of an approach that\u00a0Erzsebet Bekes<\/span>,\u00a0<\/span>Mariana Serra\u00a0<\/span>Seden Tuyan\u00a0<\/span>and I and then a wider group including\u00a0Manjusha Sagrolikar<\/span>,\u00a0Suchita Mahorkar<\/span>,\u00a0Vinayadhar Raju\u00a0<\/span>have been developing!<\/div>\n<\/div>\n\n\n‘Enhancement mentoring for teacher-research: a hopeful response to Covid-19’<\/span><\/strong><\/span><\/h4>\n
The recording of the webinar can be accessed at\u00a0rb.gy\/6nmgk0<\/a><\/strong>
\nPowerPoint slides (pdf) are\u00a0here<\/a>
\nMentimeter feedback from the warm-up activity is\u00a0here<\/a>In this presentation we describe the development of an innovative approach to mentoring for teacher-research, termed \u2018enhancement mentoring\u2019, which we collaboratively developed online during lockdown and have since then been trialling successfully with international groups of mentors and teachers. We characterize this as a ‘hopeful’ response to Covid-19 because, rather than focusing added attention on problems \u2013 with attendant dangers of exacerbating perceptions of difficulty \u2013 we were concerned to meet the crisis by supporting teachers to identify and explore further the pedagogic successes they had resourcefully achieved, as a basis for charting pathways forward. Whereas teacher-research tends to begin with a problem or puzzle, we felt that the idea of building research on understanding success \u2013 as outgrowth of an overall ‘enhancement approach’ (Smith, Padwad & Bullock 2016) \u2013 deserved to be developed further, for the sake of teachers’ wellbeing. The feasibility and potential value of mentoring and peer-coaching according to this model have been confirmed by the cycles of research and development we have been engaged in. In this webinar, we introduce the practical set of questions we have developed, presenting this as a toolkit to help others \u2013 including teacher-researchers themselves, as well as mentors of teacher-research, teacher educators, leaders of teacher associations, and so on \u2013 to derive value from and chart a path through and beyond the pandemic experience.<\/p>\n