Mentor’s Guidebook
Session 11
Refining the Action Research Plan
This session is only for participants who wish to complete the unit as credit towards a higher
education qualification. Please contact Dr Peter Hudson (pb.hudson@qut.edu.au or Suzanne
Hudson (sm.hudson@qut.edu.au) for more information.
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11. Refining the Action Research Plan
Aim: To provide an overview of the action research module and assessment tasks
11.1: Professional learning/development module outline
This information provides an overview of the module and, for those wishing to complete the module as
part of a Graduate Certificate in Education or Master of Education, the assessment tasks are detailed in
Section 11.2.
Credit points:
12
Prerequisite(s):
Registered teacher
Corequisite(s):
Mentoring a preservice teacher
Incompatible unit(s):
Nil
Teaching period:
Semester 1 & 2, 2011-2013
Year of offer:
2011+
Coordinators:
Dr Peter Hudson, 31383345 or 0431091583, pb.hudson@qut.edu.au
Suzanne Hudson, 53167404 or 0432147776, sm.hudson@qut.edu.au
Synopsis
Preservice teachers are in their formative stages of development towards becoming practitioners.
Classroom teachers, in their roles as mentors, are crucial in facilitating preservice teachers’ development
within the school context. Mentoring cannot be haphazard but needs to be purposeful, sequential, and
based upon evidence of effective mentoring practices. Through action research, you will analyse your
own mentoring practices and the mentoring process that is linked to the literature. The focus of this
analysis will be mentoring for effective teaching.
Rationale
Teacher education is a partnership between schools and universities. School teachers’ roles as mentors
are essential in the development of preservice teachers, who will be in schools for about one sixth of their
four-year degree. Hence, developing or enhancing mentoring knowledge and skills can be a way to
advance an education system at the foundational level.
There is now considerable evidence on effective mentoring practices. Theoretical underpinnings on
mentoring practices can provide a framework for teachers to enhance their work as mentors. A mentoring
model for effective teaching can provide a framework for guiding the pedagogical development of the
preservice teacher. Mentoring practices and attributes include: the mentor’s personal attributes for
facilitating the mentoring process, mentoring on the essential education system requirements, the
mentor’s pedagogical knowledge, the mentor’s modelling of teaching practices, and the mentor’s
provision of quality feedback. The use of action research methods and the analysis of mentoring practices
with links to the literature will assist to develop and refine the mentor’s knowledge and skills in this
important field of work.
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Aim
This module aims to provide mentors with strategies to refine and research their mentoring practices and
attributes for enhancing their knowledge and skills in mentoring for effective teaching.
Learning outcomes
At the completion of this module you should be able to:
 Plan mentoring programs that include theoretical underpinnings appropriate to a preservice
teacher’s zone of proximal development. Graduate Competencies: A, B.
 Demonstrate the development of action research skills with links to theoretical and practical
knowledge on mentoring for effective teaching. Graduate Competency: A.
 Critically research and analyse your personal mentoring attributes and practices aligned with the
literature. Graduate Competencies: B, E.
 Evaluate current mentoring issues and theoretical frameworks for the development of your
mentoring attributes and practices. Graduate Competencies: A, D.
Content
The major topics to be covered including the specific knowledge/skills for research topics and research
skills as follows:
1. Mentor’s personal attributes for facilitating the mentoring process
2. Research skills for investigating mentoring practices
3. Mentoring education system requirements
4. Mentor’s pedagogical knowledge
5. Mentor’s modelling of teaching practices
6. Providing quality feedback by the mentor
7. Evaluating mentoring practices and attributes
Note: This 12 credit point unit requires approximately 9-12 hours per week over a 13 week semester,
with additional time for reading and completion of assessment tasks.
Approaches to teaching and learning
Participants will gain knowledge, skills, and practices for effective mentoring through:
 Face-to-face professional development workshops
 Online resources
 The Mentoring for Effective Teaching (MET) kit containing associated tasks, readings and DVD
11.2: Professional learning/development module assessment
General assessment information
There are two options for completing the assessment component of this module:
Option 1: The assessment includes the development of a professional plan to research and analyse
mentoring practices followed by an informed reflective journal that is underpinned by
action research and the literature related to mentoring.
Option 2: This assessment entails research about mentoring for writing a journal article.
Feedback to participants
Participants will receive both formative and summative feedback on their assessment. Formative
feedback will occur on the teacher’s mentoring plans prior to preservice teacher involvement in practicum
or internship. Summative feedback will occur after the implementation of mentoring practices (four
weeks after the conclusion of the practicum or internship).
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Assessment option 1: MET professional reflections
Assessment item
type:
Reflective journal
Assessment name:
Mentoring for effective teaching professional reflections
Description:
Personalised research and analysis of mentoring practices aligned with
practical professional plans and the literature. This will be in the form of
an informed reflective journal that utilises action research methods and
alignment to the literature and professional practice. Final submission
will be about 4500 words.
Relates to learning
outcomes:
The learning outcomes the assessment relates to are each of the
aforementioned learning outcomes and associated graduate competencies.
Weight/grading:
Satisfactory/unsatisfactory
Due date:
The formative assessment (action research plan to be conducted during
practicum/internship) will be due two weeks before practicum commences
(approx 1500 words) and the summative assessment will be due six weeks
after a practicum or internship experience (approx 3000 words).
Internal/external:
The assessment will be for teachers who mentor preservice teachers and
executive mentors who work with teachers; the mode of learning will be a
combination of onsite workshops and external learning.
Individual/group:
The assessment (formative and summative) will be individual.
Assessment option 2: MET journal article
Assessment item
type:
Project (research)
Assessment name:
Mentoring for effective teaching journal article
Description:
Personalised research and analysis of mentoring practices aligned with a
mentoring focus and the literature. This will be in the form of an informed
journal article that utilises action research methods. Final submission will
be in the form of a journal article of about 4500 words.
Relates to learning
outcomes:
The learning outcomes the assessment relates to are each of the
aforementioned learning outcomes and associated graduate competencies.
Weight/grading:
Satisfactory/unsatisfactory
Due date:
The formative assessment (action research plan to be conducted during
practicum/internship) will be due two weeks before practicum commences
(approx 1500 words) and the summative assessment will be due six weeks
after a practicum or internship experience (approx 3000 words).
Internal/external:
The assessment will be for teachers who mentor preservice teachers and
executive mentors who work with teachers; the mode of learning will be a
combination of onsite workshops and external learning.
Individual/group:
The assessment (formative and summative) will be individual.
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Academic honesty
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking
assessment. Any action or practice on your part that would defeat the purposes of assessment is regarded
as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For
more information you should consult the Academic Integrity Kit and the QUT Library resources for
avoiding plagiarism.
Resource materials
Resource materials for this module include:
 A resource book developed specifically for this module
 Resources (e.g., links to readings and MET program)
 DVD on mentoring attributes and practices
Risk assessment statement
There are no out-of-the-ordinary risks associated with the general conduct of this module. There are no
perceived risks associated with the tasks or school-based activities. All activities will be conducted
within schools (e.g., Department of Education and Training schools).
Graduate Certificate in Education and Master of Education credit
On the basis that you are eligible to entry, if you choose to be assessed and receive a passing grade, you
will be eligible for 12 credit points of advanced standing (valid for three years) in either ED61 Graduate
Certificate in Education or ED79 Master of Education. The fee for this assessment is 25% of the
indicative unit fee in any year.
The formative assessment will entail devising an action research plan. The summative assessment
includes providing a reflective journal or informed journal article (depending on the assessment option)
that considers the action research findings. Both formative and summative assessment marking criteria
sheets are provided on the following pages. These will need to be photocopied and attached to the front
of your assignments as appropriate.
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FORMATIVE ASSESSMENT OPTION 1:
PROFESSIONAL REFLECTIONS PLAN
(1500 words due two weeks before practicum)
Shown a clear understanding of mentoring with insight into current
literature
Outlined effective mentoring practices with literature sources
Provided a context for the research (i.e., anonymous situation analysis of
school and class with mentor’s prior background knowledge)
Highlighted and elaborated on the research focus or issue for investigation
Presented data collection methods (e.g., mentee work samples, student
work samples, interview, questionnaire, survey)
Outlined how the findings will be analysed
Presented the assignment with careful attention to organisation, layout,
grammar, and APA referencing - http://www.citewrite.qut.edu.au/cite/apa/index.jsp
Further substantive comments:
6
D
C (6)
(5)
D (6)
Satisfactory
How well have you addressed the following assessment requirements?
Unsatisfactory
MENTOR’S NAME:
MARKER’S NAME:
GRADE:
SUMMATIVE ASSESSMENT OPTION 1:
PROFESSIONAL REFLECTIONS
(4500 words due six weeks after practicum, which includes the formative assessment of 1500 words)
Reason for this research: What is the importance of this
research/reflection? What might you learn as a result of conducting this
research/reflection?
Problem: What problem/issue does this reflection attempt to solve?
Literature: What literature directly relates to your topic? Move from the
broader picture (e.g., mentoring) towards your more specific reflections.
What has already been uncovered by research studies? How does the
existing literature inform your reflections? State your question and aim of
your reflection.
Context: Explain the current situation about mentoring at your school
(anonymity must be preserved). What have you done about mentoring
previously? Explain your own mentoring experiences and knowledge of
the mentees.
Research data collection method: Explain your research method with the
literature (i.e., explain action research). How did you collect the data to
inform your reflections? How did you code and analyse the data and your
reflections?
Results and discussion: Report on your main findings from your data and
reflections. What evidence from your reflections supported your
findings? Use excerpts of your reflections and other data as evidence.
Interpret your findings with references to the literature.
Conclusion/Implications: What was your main discovery? What changes
could be implemented as a result of your findings? How does this work
complement and add to the body of knowledge on the topic? What are
your suggestions, uncovered from your research, for yourself and other
mentors?
Presented the assignment with careful attention to organisation, layout,
grammar, and APA referencing - http://www.citewrite.qut.edu.au/cite/apa/index.jsp
Further substantive comments:
7
D
(5)
C (6)
D (6)
Satisfactory
Have well have you addressed the following topics and associated
questions?
Unsatisfactory
MENTOR’S NAME:
MARKER’S NAME:
GRADE:
FORMATIVE ASSESSMENT OPTION 2:
JOURNAL ARTICLE PLAN
(1500 words due two weeks before practicum)
Shown a clear understanding of mentoring with insight into current
literature
Outlined effective mentoring practices with literature sources
Provided a context for the research (i.e., anonymous situation analysis of
school and class with mentor’s prior background knowledge)
Highlighted and elaborated on the research focus or issue for investigation
Presented data collection methods (e.g., mentee work samples, student
work samples, interview, questionnaire, survey)
Outlined how the findings will be analysed
Presented the assignment with careful attention to organisation, layout,
grammar, and APA referencing - http://www.citewrite.qut.edu.au/cite/apa/index.jsp
Further substantive comments:
8
D
(5)
C (6)
D (6)
Satisfactory
How well have you addressed the following assessment requirements?
Unsatisfactory
MENTOR’S NAME:
MARKER’S NAME:
GRADE:
SUMMATIVE ASSESSMENT OPTION 2:
JOURNAL ARTICLE
(4500 words due six weeks after practicum, which includes the formative assessment of 1500 words)
Reason for this research: What is the importance of this research? Why
would a reader be interested in this journal article?
Problem: What problem does this work attempt to solve? What is the
scope of the project? What is the main argument/thesis/claim?
Literature: What literature directly relates to your topic? Move from the
broader picture (e.g., mentoring) towards your more specific research.
What has already been uncovered by other research studies? How does
the literature lead to your study? State your research question and aim.
Context: Explain the current situation about mentoring at your school
(anonymity must be preserved). How many participants in your study?
What have they done about mentoring previously? Explain your own
mentoring experiences.
Research data collection method: Explain your research method with the
literature (i.e., action research). How did you collect the data? How did
you code and analyse the data? What questions/statements did you use to
collect data?
Results and discussion: What key themes were uncovered in this
research? What specific evidence addresses your research question/aim?
Interpret and discuss your findings under broad categories and with
specific evidence.
Conclusion/Implications: What was your main discovery? What changes
could be implemented as a result of your findings? How does this
research complement and add to the body of knowledge on the topic?
What are your suggestions, uncovered from your research, for yourself
and other mentors?
Presented the assignment with careful attention to organisation, layout,
grammar, and APA referencing - http://www.citewrite.qut.edu.au/cite/apa/index.jsp
Further substantive comments:
9
D
(5)
C (6)
D (6)
Satisfactory
Have well have you addressed the following topics and associated
questions?
Unsatisfactory
MENTOR’S NAME:
MARKER’S NAME:
GRADE:
11.3: Refining the action research plan
Activity 11.1: Refining the action research plan
Start to plan your action research according to the headings below with the aid of the
following pages:
1. Project title
2. Problem/issue
3. Question/aim
4. Research approach and method of data collection
5. Analysing data
6. Timeframe
Project title:
Research problem/issue:
Project aim(s) OR research questions:
Action research approach:
Method of data collection:
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Analysing data:
Establish a timeframe for your project. You may wish to present this in a table, for example:
Timeframe
Participants
Data collection method
Specific data to collect
Refine this plan and ensure a readiness for your project and the arrival of your mentee for the practicum.
11.4: Further reading
Those venturing into an action research study towards a unit in the Graduate Certificate in Education or
the Master of Education will find many of the following readings useful. These will provide greater
insight into action research.
Bhattacharya, B., Cowan, J., & Weedon, E. (2000). Action Research: A means to more
effective teaching and learning. Innovations in Education and Training
International, 37(4), 314-322.
Cain, T. (2009). Mentoring trainee teachers: How can mentors use research. Mentoring
& Tutoring: Partnership in Learning, 17(1), 53–66.
Mitchell, S. N., Reilly, R. C., & Logue, M. E. (2009). Benefits of collaborative action
research for the beginning teacher. Teaching and Teacher Education, 25, 344–
349.
Ross-Fisher, R. (2008). Action research to improve teaching and learning. Kappa
Delta Phi Record, 44(4), 160-164.
Taylor, P., & Pettit, J. (2007). Learning and teaching participation through action
research: Experiences from an innovative masters programme. Action Research,
5(3), 231–247.
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