‘It gives meaning and purpose to what you do’: Mentors’ interpretations of practitioner action research in education

Abstract

This paper explores the experience of three mentors working with a group of 12 practitioner action researchers; practitioners who were recipients of an Action Research Grant (ARG) in a programme initiated and managed by the Educational Institute of Scotland (EIS). The EIS is a trade union, which represents over 80% of Scotland’s teaching professionals. The paper draws on these experiences, the views of participants and the research literature, to illustrate how action research, particularly that which is mentored by experienced colleagues, can empower teachers and enhance their practice to make positive difference to their learners and beyond and so becomes participatory action research (PAR). the researcher and his/her development through the EIS ARG programme, which contributes to the empowerment, agency/identity of the individual and has an impact through the ripple effect on first the researcher and then, others. We propose that this model of trade union sponsored and supported PAR is strong and has international significance. The sample studied for this paper is small but correlates with the experience for two of us of working more widely within the EIS ARG programme, with 60+ participants and within our wider experience of PAR in a Higher Education context.