Mentoring is “both a relationship and a process” (Kwan & Lopez, 2005, p. 276) and developed through conversations between mentors and protégés. As a tool for engaging learning conversations, action research has the potential to nurture inquiry and co-learning for both members of the mentoring relationship. A pertinent mentorship is between the supervisor and graduate student. Graduate students require resources, experienced mentors’ guidance, a critical friend, and an encouraging learning community when conducting and publishing participatory research. CAARE aims to inspire, educate, recruit, and promote the active engagement and critical inquiry of mentorship and change educational practices. At CAARE, we value the ongoing mentorship and practice improvements through the inquisitive, yet ambiguous, reflective, collaborative, and conversational nature of action research. To support the professional development and improvement practices for educators, researchers, and graduate students, who are interested in action research, our goal is to offer the following: recommend resources, such as local, national and international journals and conferences; educational opportunities; learning community forum for discussion, and connection with like-minded seasoned mentors, practitioners, critical friends, and novice action researchers.
Kwan, T., & Lopez-Real, F. (2005). Mentors’ perceptions of their roles in mentoring student teachers. Asia-Pacific Journal of Teacher Education, 33(3), 275–287.