One of the central goals which the Teacher Education Policy in Europe (TEPE) Conference 2008 sought to address was ‘advancing research in and on teacher education.’ The Teacher Education Research Network (TERN) is an initiative which aims to respond to this situation in the English context. It is one of two pilot projects funded by the Economic Social Research Council (ESRC) in 2008-09, which seeks to explore new ways of research capacity building in teacher education by developing a regional network involving 7 universities in Northwest England. The innovative nature of TERN is reflected in its endeavour to develop regional, institutional and individual research capacity through a collaborative, inter-institutional research development programme, which is embedded within a blended learning environment, involving face-to-face workshops and e-mentoring. Research mentors play a key role in providing guidance and support to Research Teams and individual Research Fellows, fulfilling the role as coach, colleague, adviser, advocate, mediator and co-learner, and thus assisting them on their developmental journey. This paper is concerned with the aspect of professional learning of teacher educators in the early and mid stages of their development as researchers. Its aim is to investigate their experiences as TERN participants and specifically seeks to gain an insight into the dynamics involved in the learning process, not only in terms of acquiring knowledge and skills, but also in the way in which beginning researchers are afforded the opportunity to engage with the wider academic community in order to take on full roles as ‘public intellectuals’ (Cochran-Smith, 2005) and ‘change agents’ (Day, 2004). More specifically, the paper will provide an in-depth analysis of participants’ accounts with the following objectives in mind: • Identification of those critical factors (structural, social, cultural) inherent in the learning environment that either enhance or impair their learning and professional development • Exploration of the reciprocal benefits of mentoring, including dyadic and peer relationships, within a blended learning environment. The conceptual framework for this paper draws on literature on professional learning (Dymock, 1999), including notions such as ‘expansive learning environments’ (Fuller et al, 2005), ‘communities of practice’ (Lave & Wenger, 1991; Wenger, 1998) and mentoring in academic contexts (Mullen & Kealy, 2000; Katz & Coleman, 2001).

With the aim of capturing the participants’ experiences, perceptions and beliefs a predominantly qualitative approach will be adopted. Data collection will involve in-depth, semi-structured, recorded interviews with a representative sample of 8-10 project participants. The intention is to contextualise and fictionalise the individual accounts of the professional identities and careers to portray the experiences of professional learning through the authentic voices of the Research Fellows and Mentors participating in TERN (Connelly & Clandinin, 1999). Supplementary data will be generated from the • Mapping exercise of participants’ research interests and needs prior to commencing the TERN programme • Monitoring of patterns of engagement with online activities • Participant online evaluation and exit questionnaire Procedures for the collection and analysis of data will adhere to BERA and ESRC guidelines. Data analysis will involve SPSS and thematic analysis of interview transcripts.

Using an innovative methodology, the interviews are used to formulate fictional case stories of teachers, which will be developed around emergent themes relating to: • Impact of the TERN experience on the participant’s individual professional learning (Research Fellows and Research Mentors) • Quality of relationships formed with participants of TERN and other professionals associated with the programme (E.g. Expert voices) • Extent of ownership and autonomy experienced in the learning process • Constraints/facilitators of professional learning and development It is anticipated that by presenting the multiple perspectives of the TERN participants, the intricate dynamics of the learning process will become apparent by revealing the reciprocal benefits derived from mentoring.