Mentoring Practices in ELT Practicum: What Do the Leading Actors Experience?

Aydin, Ozge
Ok, Ahmet
The study aspired to explore the fulfilment of mentoring roles-responsibilities from the perspectives of student teachers, supervisors, and mentors. The participants consisted of 194 student teachers from English Language Teaching departments at three state universities, ten supervisors offering Practice Teaching course at these departments, and ten mentors with whom the supervisors and the student teachers cooperated at practice schools. Employing a mixed-methods design, the researchers collected quantitative data from student teachers through a questionnaire whereas supervisors and mentors were interviewed. The student teachers agreed on the fulfilment of their mentors' protector, facilitator-supporter, observer-feedback provider, and friend-colleague roles whereas they partially agreed on the fulfilment of trainer-informant, role model, assessor-evaluator, collaborator, and reflector roles. The qualitative findings of the study also underlined critical aspects regarding the planning and implementation phases of practicum, which is expected to guide teacher educators in mentoring practices. (C) Association of Applied Linguistics. All rights reserved


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Citation Formats
O. Aydin and A. Ok, “Mentoring Practices in ELT Practicum: What Do the Leading Actors Experience?,” JOURNAL OF LANGUAGE TEACHING AND LEARNING, vol. 12, no. 1, pp. 78–90, 2022, Accessed: 00, 2022. [Online]. Available: