This study focuses specifically on the writing up process of relatively
inexperienced teacher researchers. The data consist of interviews with 11 teacher
researchers at a private university in Turkey. There was evidence that mentor￾supported collaboration created a socio-constructivist learning environment,
leading to the development of academic writing skills. This was achieved by
research partners sharing responsibility and negotiating the writing process
and content. The data suggest that this process led to the teacher researchers
experiencing longer term learning and greater autonomy as writers, although
not all benefitted from collaboration, possibly because of conflict due to
perceived differences in commitment. The study’s implications highlight
the importance of participant commitment, and, in particular, a supportive
institutional environment. In the current study, the mentor played a key role
in supporting the intrinsic motivation of the teacher researchers, but also in
providing the essential instrumental motivations of conference presentation and
publication opportunities.

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Perpustakaan FITK Pusat

Tersedia

• Supporting the writing up of teacher research: peer and mentor roles

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