Social Constructivist Mentoring Program to Support Teacher Professional Development: An Action Research Approach

Abstract

Despite the presence of various TPD initiatives from governmental and non-governmental organizations, English teachers in the private universities in Indonesia continue to encounter challenges in accessing TPD programs, that fit their specific needs. This study explored the implementation of a social constructivist mentoring program to support the professional development of seven teachers teaching English academic writing. Using an action research approach, this mentoring emphasized collaborative inquiry, reflective practice, and continuous improvement. We opted for a qualitative approach to gain a deeper understanding and exploration of the learning process within the program. Data were collected from multiple resources such as interviews, teachers’ self-evaluation reports, observations, and discussions, and analyzed using the thematic analysis method by Braun and Clarke (2006) to identify and extract significant themes from the collected data. Our findings indicated that using the social constructivism and action research in the program fostered promising progress. The teachers and their students experienced a notable positive transformation, with learning activities becoming more captivating, meaningful, and enjoyable. The teachers expanded their pedagogical knowledge and practices, accompanied by a transformation in their attitudes and mindsets after a series of interventions in the nine-month mentoring program. Finally, not only did we note that the program had a central role in nurturing teachers' self-identity and helping them overcome internal barriers, but it also contributed to the continuous professional development of the teachers in the long run.