Filling the Gaps: Unlocking Teachers Skill Acquisition in Research Mentorship

Nelwyn L. Tejada

Authors

Nelwyn L. Tejada Author

Keywords:

Research Mentorship, Teacher Training, Professional Development, Self-Directed learning, Skill Acquisition

Abstract

Teacher-provided research mentorship is essential for developing students’ scholarly abilities. However, limited training results in skill gaps, presenting challenges for educators guiding student projects. This phenomenological study aimed to elucidate how teachers independently strengthen mentorship capacities when formal development opportunities are scarce. Semi-structured interviews were conducted with eight secondary school teachers actively engaged in mentoring. Data analysis identified four key themes on self-directed skill improvement strategies: pur- suing professional development, building collaborative partnerships, engaging in self-learning, and adapting ap- proaches. Findings provide insights into teachers’ intrinsic motivation to address competency deficiencies without structured training. Participants demonstrated commitment through informal learning channels like conferences, reading, collaborations, and reflective adjustments. The study offers a conceptual model to inform training interven- tions and communities promoting sustainable mentorship growth. By highlighting informal pathways, it furthers understanding of how teachers continuously cultivate expertise and advance student support amidst constraints. Ultimately, this suggests the importance of facilitating professional empowerment for optimized research learning

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Filling the Gaps: Unlocking Teachers Skill Acquisition in Research Mentorship

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