Models of Mentoring in Language Teacher Education (eBook)

Hoa Thi Mai Nguyen (Autor)

eBook Download: PDF

2016 | 1st ed. 2017
XVI, 215 Seiten
Springer International Publishing (Verlag)
978-3-319-44151-1 (ISBN)

Infos

This volume examines the theoretical and practical issues related to mentoring/peer mentoring as a support and development strategy for both pre-service and in-service language teachers, and thereby offers a practical and empirical introduction to the field. 

A stimulating and thorough examination of mentoring and peer mentoring, integrating theory and practice as applied in language teacher education in an Asian specific context. The author discusses findings from a variety of qualitative and quantitative research studies in the light of previous research and in the context of teacher learning theories. 

Teachers, teacher educators, teacher trainers, supervisory coordinators and administrators will find practical advice, while the volume will be a valuable source of research information for researchers in teacher education and EFL teacher education, in particular for those who wish to employ mentoring or peer mentoring as an approach to teachers' professional development.

Inhalt

Preface 7
Acknowledgments 10
Contents 12
Chapter 1: The EFL Context in Vietnam and East Asia 16
1.1 English Language Teaching in Vietnam 16
1.1.1 Historical Background 16
1.1.2 The Quality of ELT 19
1.1.3 In-service EFL Teacher Professional Development 23
1.1.4 Pre-service EFL Teacher Education in Vietnam 25
1.2 EFL/ESL in Asian Contexts 28
1.2.1 Issues in In-service EFL Teacher Education 30
1.2.2 Issues in Pre-service Teacher Education 31
1.3 The Use of Mentoring 33
1.4 Summary 35
References 35
Chapter 2: Theories of Mentoring 43
2.1 Underlying Theories of Peer Mentoring/Mentoring in Teacher Education 43
2.1.1 Social Constructivism 44
2.1.2 Collaborative Reflection 45
2.2 Mentoring: A Theoretical Framework 47
2.3 Peer Mentoring: A Theoretical Framework 50
2.3.1 Career-Related Functions 50
2.3.1.1 Information Sharing 51
2.3.1.2 Career Strategising 51
2.3.1.3 Job Related Feedback 52
2.3.1.4 Summary 53
2.3.2 Psychosocial Functions 53
2.3.2.1 Confirmation 54
2.3.2.2 Emotional Support 54
2.3.2.3 Personal Feedback 55
2.3.2.4 Friendship 55
2.3.2.5 Summary 56
2.4 Summary and Conclusions 56
References 56
Chapter 3: TESOL Practicum Mentoring for Pre-service Teachers: The Vision Versus the Reality 61
3.1 Introduction 61
3.2 Practicum in Pre-service Language Teacher Education 61
3.2.1 Pre-service Teacher Education 61
3.2.2 Role of the Practicum 63
3.3 Mentoring in Pre-service Teacher Education 65
3.3.1 Mentoring 65
3.3.2 Limitations of School-Based Mentoring 66
3.4 Examining an EFL Pre-service Mentoring Context 68
3.4.1 Findings from the Pre-practicum Interviews 69
3.4.2 Findings from Post-practicum Interviews 71
3.4.2.1 Positive Support 71
3.4.2.2 Problems Encountered 72
3.5 Discussion 76
3.6 Implications and Conclusions 78
Endnote 79
References 80
Chapter 4: The Design of Mentoring Programs 85
4.1 Introduction 85
4.2 Informal Versus Formal Mentoring 85
4.3 Formal Mentoring 87
4.3.1 Mentoring Attributes 87
4.3.2 Matching in the Formal Mentoring System 88
4.3.3 Mentor Training and/or Orientation 90
4.3.3.1 The Knowledge Transmission Model 91
4.3.3.2 Theory-and-Practice Connection Model 91
4.3.3.3 Collaborative Inquiry Model 92
4.4 Conclusion 93
References 93
Chapter 5: Group Mentoring: Facilitating Teacher Reflection 96
5.1 Introduction 96
5.2 Teacher Reflection 96
5.3 Group Mentoring 97
5.4 The Study 100
5.4.1 Research Approach 100
5.4.2 Research Participants 100
5.4.3 Research Implementation 101
5.4.4 Methods of Data Collection 102
5.4.4.1 Individual Interviews 102
5.4.4.2 Mentoring Reflective Reports 102
5.4.4.3 Feedback Mentoring Conversations 102
5.5 The Theoretical Framework for Reflection 102
5.6 Findings 103
5.6.1 Level of Reflection 103
5.6.2 Patterns of Reflections 105
5.6.3 Factors Fostering Reflection 106
5.6.3.1 Observation 106
5.6.3.2 Tailored Questions in Post-observation Feedback Sessions 107
5.6.3.3 Time 108
5.6.3.4 A Supportive Environment 109
5.7 Discussion 109
5.8 Conclusion 112
References 112
Chapter 6: Peer Mentoring for Pre-service Teachers: Developing Professional Practice 116
6.1 Introduction 116
6.2 Peer Mentoring for Pre-service Language Teachers 116
6.3 Peer Mentoring as a Strategy for Developing Professional Practice 117
6.3.1 Professional Practice 117
6.3.2 Peer Impact on Developing Teachers’ Professional Practice 119
6.4 Research Methodology 122
6.4.1 Research Question 122
6.4.2 Design 122
6.4.3 Research Participants 123
6.4.4 Intervention 124
6.4.4.1 Pre-measurement 125
6.4.4.2 Intervention 125
6.4.4.3 Post-intervention 126
6.4.5 Data Analysis 126
6.5 Findings 127
6.5.1 Comparing Groups on Professional Practice over Time 127
6.5.1.1 Domain 1: Planning and Preparation 127
6.5.1.2 Domain 2: Classroom Environment 130
6.5.1.3 Domain 3: Instruction 133
6.5.1.4 Domain 4: Professional Responsibilities 136
6.5.2 Overall Professional Practice 139
6.5.3 Violations of Assumptions 142
6.5.4 Professional Practice Comparison Summary 143
6.6 A Comparison of Perceived Changes in Professional Practice Across Groups 144
6.7 Discussion and Conclusion 147
6.7.1 Domain 1: Planning and Preparation 147
6.7.2 Domain 2: The Classroom Environment 148
6.7.3 Domain 3: Instruction 149
6.7.4 Domain 4: Professional Responsibilities 150
6.8 Conclusion 151
References 152
Chapter 7: Peer Mentoring: A Source of Support for Pre-­service EFL Teachers 155
7.1 Introduction 155
7.2 The Study 155
7.3 Findings from the Experimental Group 157
7.3.1 Psychosocial Support 157
7.3.1.1 Emotional Support 157
7.3.1.2 Sharing 160
7.3.1.3 Talking 162
7.3.1.4 Befriending 163
7.3.2 Career-Related Support 165
7.3.2.1 Sharing 165
7.3.2.2 Providing Feedback 166
7.3.2.3 Observation 168
7.3.2.4 Discussion 170
7.4 Control Group Findings 172
7.4.1 Psychosocial Support 173
7.4.1.1 Emotional Support 173
7.4.1.2 Talking 174
7.4.1.3 Sharing 175
7.4.1.4 Befriending 175
7.4.2 Career-Related Support 176
7.4.2.1 Sharing 176
7.4.2.2 Observation 178
7.4.2.3 Providing Feedback 179
7.4.2.4 Discussion 181
7.5 Discussion 182
7.6 Conclusion and Implications 184
References 185
Chapter 8: Peer Mentoring with Beginning EFL Teachers 187
8.1 Introduction 187
8.2 Beginning EFL Teachers 188
8.3 Theoretical Background 190
8.4 The Study 191
8.4.1 Research Design 191
8.4.2 Research Context 191
8.4.3 Setting and Implementation of the Peer Mentoring Program 192
8.4.4 Data Collection and Analysis 193
8.5 Results and Discussion 194
8.5.1 Engagement Between Beginning Teachers and Their Peer Mentors 194
8.5.2 Mentoring Programs Increased the Participants’ Self-­Reflection on Their Teaching Practice 196
8.5.3 Psychological Support 199
8.5.4 Tensions 201
8.6 Conclusion 202
References 204
Chapter 9: Issues of Implementation of Peer Mentoring for Pre-service/Inservice Teachers 208
9.1 Peer Mentoring Attributes 208
9.2 Peer Mentoring Matching 212
9.3 Peer Mentoring Training 213
9.4 Peer Mentoring Problems 217
9.5 Conclusion 218
References 218
Chapter 10: Whether Mentoring in Teacher Education: Final Thoughts 220
10.1 Introduction 220
10.2 Models of Mentoring 221
10.3 Conditions for Effective Mentoring 222
10.4 Move Forward 223
References 225

Produkt-Details

• Erscheint lt. Verlag: 17.10.2016
• Reihe/Serie: English Language Education
• Reihe/Serie: English Language Education
• Zusatzinfo: XVI, 215 p. 17 illus. in color.
• Verlagsort: Cham
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Schlagworte: EFL teacher training research in Vietnam • ESL EFL language teacher training • Language Teacher Education • language teaching in Asian context • peer mentoring in language teacher training • pre-service teacher mentoring models • Teacher Learning • teacher professional development • teacher professional practice • teacher training and mentoring • teaching anxiety EFL
• ISBN-10: 3-319-44151-5 / 3319441515
• ISBN-13: 978-3-319-44151-1 / 9783319441511