This study reports on the identity formation of the author as a novice research mentor of an independent research course for TESOL teachers over six months (from the course design to the first research submission). The data is collected from four critical autoethnographic narratives written by the author before, during, and after this period. The narratives were analysed thematically with an eye on the theoretical underpinning of the study, i.e. ecological perspective, in three ecological layers namely micro-, meso-, and macrosystem. The results revealed that the author’s identity construction was influenced by different factors such as ‘autonomy in mentoring’, ‘mediating mentorship’, or ‘academic recognition’ in three levels of educational ecology. The results of this study can motivate research mentors and teacher educators, specifically novice ones, to find some similarities with the ideas discussed in this research and to record their lived experiences as a tool for reflection.

中文翻译：

---

对新手 TESOL 研究导师身份形成的生态调查：批判性的自我民族志叙事成为焦点


本研究报告了作者作为 TESOL 教师独立研究课程的新手研究导师在六个月内（从课程设计到首次研究提交）的身份形成。这些数据是从作者在这一时期之前、期间和之后撰写的四篇重要的民族志叙述中收集的。着眼于研究的理论基础，即生态视角，从微观、中观和宏观系统三个生态层面对叙述进行了主题分析。结果发现，作者的身份建构受到教育生态三个层面的“辅导自主”、“中介辅导”或“学术认可”等不同因素的影响。这项研究的结果可以激励研究导师和教师教育工作者，特别是新手，找到与本研究中讨论的想法的一些相似之处，并记录他们的生活经历作为反思的工具。