eng Science and Education Publishing American Journal of Educational Research 2327-6150 2021-09-22 9 9 571 579 10.12691/education-9-9-3 EDUCATION2021993 article John Mary Vianney Mitana mitanavianney@yahoo.com 1 Jean Mary Wendo 1 Monica Fontana Abad 1 Department of Education, Luigi Giussani Institute of Higher Education, Kampala, Uganda 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. http://pubs.sciepub.com/education/9/9/3/education-9-9-3.pdf self-study action research supervision teacher mentorship teacher education Uganda