Author/s: Marie Paz E. Morales1, Caesar P. Palisoc1,*, Ruel A. Avilla2, Jovito C. Anito Jr.3, Levi E. Elipane1, Thaddeus Owen D. Ayuste2, Benilda Ramos-Butron2, Emil C. Alcantara4, Randy D. Sagun5, Racidon P. Bernarte5, Felixberto M. Mercado6, Maribel D. Ganeb7, Milano O. Torres8, Raquel A. Gonzales9 and Nica A. Casilla10
1 Graduate Teacher Education Faculty, College of Graduate Studies and Teacher Education Research, Philippine Normal University Manila 1000, Philippines
2 Faculty of Science, Technology and Mathematics, College of Teacher Development, Philippine Normal University Manila 1000, Philippines
3 College of Education, Jose Rizal Memorial State University, Dapitan City, Zamboanga del Norte, Philippines
4 Batangas State University, Batangas City, Batangas, Philippines
5 Polytechnic University of the Philippines, Manila, Philippines
6 Manuel S. Enverga University Foundation, Lucena City, Quezon, Philippines
7 Andres Bonifacio Integrated School, SDO-Mandaluyong, Philippines
8 Graduate School, Bicol State College of Applied Sciences and Technology, Naga City, Camarines Sur, Philippines
9 Bacoor National High School, Bacoor City, Cavite, Philippines
10 College of Graduate Studies and Teacher Education Research, Philippine Normal University Manila 1000, Philippines
*Correspondence: palisoc.cp@pnu.edu.ph
Journal Issue: The Palawan Scientist, Volume 14(1), June 2022, pp. 1-10
ABSTRACT
The study described a mentoring program of a state-funded research and its effects on research and reflective practices to graduate students. Participatory Action Research (PAR), designed as a methodical and program framework, engaged nine mentors (researchers of a state-funded research) and 29 graduate students (purposively invited) to training-based mentoring (workshops and field work), small group mentoring (within research cells), and peer mentoring (field work and software-aided coding analysis). Observations, mentors’ narrations, and reflection journals extracted the experiences of the participants on the mentoring program. These reflections revealed that mentors and mentees learned many skills in the mentoring program. They had transformed challenges and difficulties (time management, field work) into learning episodes leading to reflection-in-action and reflection-on-action. They realized the importance of the theory-practice-reflection paradigm in all research endeavors. Hence, PAR-influenced mentoring helped develop their research skills. However, low engagement of the others may be due to time aspect, which may be looked into in a replicated study.
Keywords: collaborative practice and action, learning episodes, reflective-practitioner, research skills
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
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