Critical Friend Dynamics in Exploratory Action Research Mentoring

Abstract

The research overview of Thai education lacks substantial exploration of language classroom action research and the effectiveness of mentoring for professional and personal development. This study aims to find out the mentoring process for exploratory action research. The primary author, actively involved in mentoring for a year, shares her experiences enriched by dialogues with critical friends, represented by the second and third authors. Through this collaborative approach, the study seeks to illuminate the dynamics and effectiveness of mentoring in the context of action research. By documenting the journey of becoming a mentor and facilitating exploratory action research, this study provides a nuanced understanding of the mentorship process and its impacts on both mentors and mentees. Through dialogic interactions and reflective practices, the authors navigate the complexities of mentoring, offering practical guidance and theoretical insights for educators and researchers alike. This study contributes to the ongoing discourse on mentoring in educational research by elucidating challenges, successes, and lessons learned from experiences. Furthermore, it underscores the significance of collaborative inquiry and supportive relationships in fostering professional growth and advancing educational practices. Overall, this study serves as a valuable resource for educators, researchers, and policymakers aiming to enhance mentoring practices and promote meaningful professional development in educational contexts.