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

Download

Hakan Tarhan-PhD Dissertation.pdf

Date

2022-8-31

Author

TARHAN, HAKAN

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

367
views

391
downloads

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

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Language Teachers' Views and Suggestions on the Central Teacher Selection and Recruitment Exam in Turkey KILIÇKAYA, FERİT; Krajka, Jaroslaw (2010-01-01) This study inquires into whether prospective English language teachers consider the central exam, KPSS (The Selection Examination for Professional Posts in Public Organizations) valid to select and recruit English language teachers, and what suggesttions they have concerning the improvement of the exam. The fndings indicate that the majority of the participants have negative attitudes towards the exam and think that it is not valid. Moreover, they point out that the exam must include the subject knowledge. ...
English as a Foreign Language Instructors Induction Early Practices of Language Teachers Teaching at Tertiary Level Öztürk, Mustafa; Yıldırım, Ali (2012-01-01) This study aimed to investigate the nature of the induction process of English as a foreign language (EFL) teachers teaching at tertiary level through individual interviews. In order to gather intended data, fifteen novice instructors teaching at four different public universities in Ankara were interviewed on a basis of two criteria: (a) having 1 to 3 years of teaching experience, and (b) teaching at higher education level. The data gathered from the interviews were transcribed, coded, and categorized unde...
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...
Do intentions and perceptions always meet? A case study regarding the use of a teacher appraisal scheme in an English language teaching environment Vanci-Osam, U; Aksit, T (2000-02-01) This article reports research examining a group of English language teachers' perceptions of the teacher appraisal scheme with a developmental purpose. Specifically, the researchers tried to find out if there is a discrepancy between what the institution intended to achieve and how teachers perceived the scheme before and after their participation in it. The findings of the study, which were obtained by analysing the data collected from the teachers and appraisers in the form of two structured interviews re...
Challenges faced by novice language teachers: support, identity, and pedagogy in the initial years of teaching Karataş, Pınar; Karaman, Abdullah Cendel (2013-01-01) Beginning teachers experience various challenges as they strive to develop their teaching in new environments. In this paper, we explore the challenges faced by novice language teachers and the support needed to address these. For this purpose, recent studies on the experiences of novice language teachers were reviewed. Three major themes were prevalent in research on this issue: support, identity and pedagogy. In the paper, we discuss each area and a selection of related studies. In addition, to present a ...

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.