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

2022-01-01
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
JOURNAL OF LANGUAGE TEACHING AND LEARNING

Suggestions

An Exploration on mentoring process in ELT practicum: perspectives of student teachers, cooperating teachers, and supervisors
Aydın, Özge; Ok, Ahmet; Department of Educational Sciences (2016)
The present study aimed to investigate mentoring practices by focusing on the fulfillment of mentoring roles-responsibilities, and problems encountered in practicum from the viewpoints of three actors, who are namely student teachers, supervisors, and mentors. The participants of the study were 194 student teachers who were senior students from English Language Teaching departments at three state universities in Ankara, ten supervisors who actively supervised Practice Teaching course at the above-mentioned ...
Induction into teaching: a multiple-case study of the first year teachers’ experiences at schools /
Cihan, Tuğba; Yıldırım, Ali; Department of Elementary Education (2016)
The aim of this study was to examine the first year of four novice teachers in the teaching profession with regard to their perceptions and experiences about the classroom processes they undergo, professional development, relationships with students and colleagues, teaching performance, mentorship, personal life and the pre-service teacher education in addition to their mentors’ perceptions regarding the induction process. The study adopted a qualitative multiple-case study design and data were collected fr...
Pre-Service Teachers’ Evaluation of Their Mentor Teachers, School Experiences, and Theory–Practice Relationship
Alemdağ, Ecenaz; Özdemir Şimşek, Pınar (2017-06-01)
This case study investigated practicum experiences of pre-service teachers by focusing on their evaluation of mentor teachers, school experiences, and theory-practice relationships. Interviews were conducted with six teacher candidates, and observations in the participants' practice schools were made. The results revealed that mentor teachers had both positive and negative qualities with respect to social support, professional support, and role-modeling mentoring functions. Moreover, pre-service teachers re...
INVESTIGATING INFORMAL MENTORING PROCESS IN TERMS OF ITS POTENTIAL TO SUPPORT STUDENT TEACHER IDENTITY DEVELOPMENT: A CASE STUDY
Fazlıoğlu, Dilek; Çakır, Nur; Department of Educational Sciences (2022-3-11)
This case study aimed to investigate how an informal mentoring relationship among student teachers and mentor teachers has worked to support student teachers’ professional identity development. The study also aimed to explore the potential of the informal mentoring process on student teacher identity development from the perspectives of student teachers and mentor teachers. The study was conducted within the scope of a classroom management course offered at the faculty of education at a well-known publ...
Mentoring Practices in English Language Teaching Practicum: Student Teachers’ Perspectives on Cooperating Teachers’ Roles in the Turkish Context
Aydın, Özge; Ok, Ahmet (2020-07-02)
The present study aimed to investigate cooperating teachers’ mentoring practices by focusing on student teachers’ perspectives on the fulfillment of mentoring roles-responsibilities and reveal possible differences in these perspectives in relation to student teachers’ gender, their willingness to teach, and their university. The participants were senior student teachers (N = 205) enrolled in a Practice Teaching course in the Spring semester of 2016 at the English Language Teaching departments of two state u...
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: https://hdl.handle.net/11511/95288.