@article{education2021993,
author={{Mitana, John Mary Vianney and Wendo, Jean Mary and Abad, Monica Fontana},
title={A Collaborative Self-study of Action Research Supervision: How can Mentorship be Used to Improve In-service Teacher Training in Uganda?},
journal={American Journal of Educational Research},
volume={9},
number={9},
pages={571--579},
year={2021},
url={http://pubs.sciepub.com/education/9/9/3},
issn={2327-6150},
abstract={It is not just a learning crisis but a teacher crisis! While Sub-Saharan Countries in general and, Uganda in particular, are grappling with poor learning outcomes at all levels, the ability of teachers and school leaders to respond to the learners¡¯ needs to raise learning outcomes remains a major challenge. Teacher quality plays a central role if Sub-Sahara African countries are to accelerate early grade learning and raise retention in the subsequent grades. The purpose of this study was to explore how a collaborative self-study can be used to galvanise teachers and school leaders¡¯ capacity to improve their practice through action research supervision. This study describes how a collaborative self-study was used in the supervision of action research using a mentorship process. We provide a retrospective account of our reflections on the actions and experience with our students (teacher trainees) during our research supervision. We present a collaborative self-study as a study method with a discursive power of generating research knowledge and improving our practice and that of the teacher trainees. In this self-study, we focused on our work with a sample of 13 (7 female, 6 male) teacher trainees. This research indicates that while self-study is faced with challenges of unfair competition from traditional research methods, it can be helpful in contextualising teacher education.},
doi={10.12691/education-9-9-3}
publisher={Science and Education Publishing}
}