Mentoring EFL preservice teachers in EFL writing
Effective mentoring of EFL preservice teachers may advance EFL teaching practices. Five factors for mentoring have been identified, namely, Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback. An empirically-based survey instrument focused on 106 Vietnamese preservice teachers’ perceptions of their mentoring for EFL teaching across these five factors. Apart from acceptable Cronbach alpha scores for four of the five factors, (System Requirements was .08 below the accepted .70 level), analysis revealed that more than 50% of these preservice teachers perceived they had not received mentoring for developing their teaching of English writing on 29 of the 34 survey items.
Impact and interest:
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|Item Type:||Journal Article|
|Keywords:||Mentoring, EFL, English, preservice teachers|
|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 TESL Canada|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||11 Dec 2008 08:49|
|Last Modified:||29 Oct 2013 14:03|
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