Mentoring expectations and experiences of prospective and cooperating Teachers during practice teaching

Date

2014-01-01

Author

Eröz Tuğa, Betil

Metadata

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This study aimed to explore prospective and cooperating teachers' perceived and received roles and responsibilities regarding mentoring practices during practice teaching in an English as a Foreign Language (EFL) setting. Data were gathered from reflective journals of the prospective teachers and interviews with the dyad members of practice teaching. The findings of the study pose implications for practice teaching applications and indicate a need for an effective socio-professional network between the prospective and cooperating teachers during practice teaching. The study provides suggestions to involve the dyad members in the planning and application stages of the practice teaching experience.

URI

https://hdl.handle.net/11511/75945

Journal

AUSTRALIAN JOURNAL OF TEACHER EDUCATION

DOI

https://doi.org/10.14221/AJTE.2014V39N10.10

Collections

Department of Foreign Language Education, Article

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Citation Formats

B. Eröz Tuğa, “Mentoring expectations and experiences of prospective and cooperating Teachers during practice teaching,” AUSTRALIAN JOURNAL OF TEACHER EDUCATION, pp. 146–168, 2014, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/75945.