LANGUAGE TEACHER MENTORING AS A BOUNDARY CROSSING EXPERIENCE: LEARNING STRATEGIES IN A MENTORING PROGRAM

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Hakan Tarhan-PhD Dissertation.pdf

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2022-8-31

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TARHAN, HAKAN

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This qualitative case study investigates the boundary crossing experiences among a group of newly qualified teachers of English in a teacher mentoring program. The study aimed to explore and understand how ten mentees and mentors viewed the role of the mentoring program in their personal and professional development. In doing so, the present study focused on the relevant experiences and processes of socialization of novice teachers concerning the induction and mentoring support they received during their first year at the institution. Informed by conceptual frameworks on Cultural-Historical Activity Theory, Thirdspace, and the Boundary-crossing Framework and drawing on data from in-depth interviews, classroom observations, field notes, and reflective documents, the analysis revealed the opportunities and challenges embedded in novice teachers' boundary crossing between pre-service education and in-service practice, between the theory of language teaching and classroom teaching, and between local and external contexts. The findings indicated that all mentees and mentors identified professional development paths within the mentoring program and that most used the mentoring program as a third space full of intersections, negotiations, and exchanges through specific learning strategies. The present study revealed how these novice teachers crossed boundaries horizontally and hierarchically, navigating through situated and complex differences between what they expected as student teachers and what they encountered as practitioners. The dissertation also presents practical implications on how mentoring practices can promote the continuous professional development of newly qualified and experienced teachers in a university setting.

Subject Keywords

Language teacher mentoring, boundary-crossing, thirdspace, teacher growth

URI

https://hdl.handle.net/11511/99777

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Graduate School of Social Sciences, Thesis

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Citation Formats

H. TARHAN, “LANGUAGE TEACHER MENTORING AS A BOUNDARY CROSSING EXPERIENCE: LEARNING STRATEGIES IN A MENTORING PROGRAM,” Ph.D. - Doctoral Program, Middle East Technical University, 2022.