What do preservice EFL teachers expect from their mentors?
Hudson, Peter B. & Nguyen, Thi Mai Hoa (2008) What do preservice EFL teachers expect from their mentors? In Australian Association of Research in Education (AARE) Conference 2008, 30th November - 4th December, 2008, Brisbane. (In Press)
Preservice teachers learning to teach English as a Foreign Language (EFL) require mentoring within the profession. EFL speakers learning to teach EFL may require particular attributes and practices from their mentors to advance their professional school experiences. What do EFL preservice teachers expect from their mentors? This study involved a written survey administered to 91 Vietnamese preservice teachers involved in an EFL degree. Results indicated that these preservice EFL teachers had specific needs when considering mentors’ personal attributes. These included a mentor who is enthusiastic (57%), helpful (27%), friendly (25%), and knowledgeable (20%) with communicative competence (18%). It was also claimed that desirable mentoring practices should involve constructive guidance, especially sharing experiences (32%), checking lesson plans before teaching an EFL lesson (21%) and providing more opportunities for EFL teaching (12%). In addition, these preservice teachers (n=91) required a mentor who could provide an understanding of the system requirements (e.g., curriculum 38%, school policies 32%, and assessment 18%), model EFL teaching (e.g., method and manner of delivery 52%, pronunciation 25%, and writing lesson plans 15%), articulate pedagogical knowledge (such as teaching strategies 37%, classroom management 34%, motivating students 17%, and dealing with unexpected situations 13%), and provide direct and detailed feedback about EFL teaching performance (56%) and English content knowledge (23%). Preservice teachers have particular mentoring requirements that may assist their development as EFL teachers. These attributes and practices include developing personal inter-relationships and directing mentors to provide system requirements, specific pedagogical knowledge, modelling EFL teaching practices, and articulating feedback on such practices. However, further research is required to bridge the gap between mentors' practices and mentees’ needs towards guiding such practices through university programs.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||TEFL, preservice teachers, mentors, mentoring, ESL|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > LOTE ESL and TESOL Curriculum and Pedagogy (excl. Maori) (130207)|
|Divisions:||Current > Research Centres > Office of Education Research|
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2008 AARE and Peter B. Hudson & Thi Mai Hoa Nguyen|
|Deposited On:||11 Dec 2008 07:54|
|Last Modified:||25 Mar 2013 18:08|
Repository Staff Only: item control page