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Author Nguyen, Hoa Thi Mai, author

Title Models of mentoring in language teacher education / Hoa Thi Mai Nguyen
Published Switzerland : Springer International Publishing, [2017]
©2017

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Description 1 online resource (xvi, 215 pages)
Series English language education ; v. 7
English language education (Springer (Firm)) ; v. 7.
Contents Machine generated contents note: 1. EFL Context in Vietnam and East Asia -- 1.1. English Language Teaching in Vietnam -- 1.1.1. Historical Background -- 1.1.2. Quality of ELT -- 1.1.3. In-service EFL Teacher Professional Development -- 1.1.4. Pre-service EFL Teacher Education in Vietnam -- 1.2. EFL/ESL in Asian Contexts -- 1.2.1. Issues in In-service EFL Teacher Education -- 1.2.2. Issues in Pre-service Teacher Education -- 1.3. Use of Mentoring -- 1.4. Summary -- References -- 2. Theories of Mentoring -- 2.1. Underlying Theories of Peer Mentoring/Mentoring in Teacher Education -- 2.1.1. Social Constructivism -- 2.1.2. Collaborative Reflection -- 2.2. Mentoring: A Theoretical Framework -- 2.3. Peer Mentoring: A Theoretical Framework -- 2.3.1. Career-Related Functions -- 2.3.2. Psychosocial Functions -- 2.4. Summary and Conclusions -- References -- 3. TESOL Practicum Mentoring for Pre-service Teachers: The Vision Versus the Reality -- 3.1. Introduction -- 3.2. Practicum in Pre-service Language Teacher Education -- 3.2.1. Pre-service Teacher Education -- 3.2.2. Role of the Practicum -- 3.3. Mentoring in Pre-service Teacher Education -- 3.3.1. Mentoring -- 3.3.2. Limitations of School-Based Mentoring -- 3.4. Examining an EFL Pre-service Mentoring Context -- 3.4.1. Findings from the Pre-practicum Interviews -- 3.4.2. Findings from Post-practicum Interviews -- 3.5. Discussion -- 3.6. Implications and Conclusions -- Endnote -- References -- 4. Design of Mentoring Programs -- 4.1. Introduction -- 4.2. Informal Versus Formal Mentoring -- 4.3. Formal Mentoring -- 4.3.1. Mentoring Attributes -- 4.3.2. Matching in the Formal Mentoring System -- 4.3.3. Mentor Training and/or Orientation -- 4.4. Conclusion -- References -- 5. Group Mentoring: Facilitating Teacher Reflection -- 5.1. Introduction -- 5.2. Teacher Reflection -- 5.3. Group Mentoring -- 5.4. Study -- 5.4.1. Research Approach -- 5.4.2. Research Participants -- 5.4.3. Research Implementation -- 5.4.4. Methods of Data Collection -- 5.5. Theoretical Framework for Reflection -- 5.6. Findings -- 5.6.1. Level of Reflection -- 5.6.2. Patterns of Reflections -- 5.6.3. Factors Fostering Reflection -- 5.7. Discussion -- 5.8. Conclusion -- References -- 6. Peer Mentoring for Pre-service Teachers: Developing Professional Practice -- 6.1. Introduction -- 6.2. Peer Mentoring for Pre-service Language Teachers -- 6.3. Peer Mentoring as a Strategy for Developing Professional Practice -- 6.3.1. Professional Practice -- 6.3.2. Peer Impact on Developing Teachers' Professional Practice -- 6.4. Research Methodology -- 6.4.1. Research Question -- 6.4.2. Design -- 6.4.3. Research Participants -- 6.4.4. Intervention -- 6.4.5. Data Analysis -- 6.5. Findings -- 6.5.1. Comparing Groups on Professional Practice over Time -- 6.5.2. Overall Professional Practice -- 6.5.3. Violations of Assumptions -- 6.5.4. Professional Practice Comparison Summary -- 6.6. Comparison of Perceived Changes in Professional Practice Across Groups -- 6.7. Discussion and Conclusion -- 6.7.1. Domain 1: Planning and Preparation -- 6.7.2. Domain 2: The Classroom Environment -- 6.7.3. Domain 3: Instruction -- 6.7.4. Domain 4: Professional Responsibilities -- 6.8. Conclusion -- References -- 7. Peer Mentoring: A Source of Support for Pre-service EFL Teachers -- 7.1. Introduction -- 7.2. Study -- 7.3. Findings from the Experimental Group -- 7.3.1. Psychosocial Support -- 7.3.2. Career-Related Support -- 7.4. Control Group Findings -- 7.4.1. Psychosocial Support -- 7.4.2. Career-Related Support -- 7.5. Discussion -- 7.6. Conclusion and Implications -- References -- 8. Peer Mentoring with Beginning EFL Teachers -- 8.1. Introduction -- 8.2. Beginning EFL Teachers -- 8.3. Theoretical Background -- 8.4. Study -- 8.4.1. Research Design -- 8.4.2. Research Context -- 8.4.3. Setting and Implementation of the Peer Mentoring Program -- 8.4.4. Data Collection and Analysis -- 8.5. Results and Discussion -- 8.5.1. Engagement Between Beginning Teachers and Their Peer Mentors -- 8.5.2. Mentoring Programs Increased the Participants' Self-Reflection on Their Teaching Practice -- 8.5.3. Psychological Support -- 8.5.4. Tensions -- 8.6. Conclusion -- References -- 9. Issues of Implementation of Peer Mentoring for Pre-service/Inservice Teachers -- 9.1. Peer Mentoring Attributes -- 9.2. Peer Mentoring Matching -- 9.3. Peer Mentoring Training -- 9.4. Peer Mentoring Problems -- 9.5. Conclusion -- References -- 10. Whether Mentoring in Teacher Education: Final Thoughts -- 10.1. Introduction -- 10.2. Models of Mentoring -- 10.3. Conditions for Effective Mentoring -- 10.4. Move Forward
Summary This volume examines the theoretical and practical issues related to mentoring/peer mentoring as a support and development strategy for both pre-service and in-service language teachers, and thereby offers a practical and empirical introduction to the field. A stimulating and thorough examination of mentoring and peer mentoring, integrating theory and practice as applied in language teacher education in an Asian specific context. The author discusses findings from a variety of qualitative and quantitative research studies in the light of previous research and in the context of teacher learning theories. Teachers, teacher educators, teacher trainers, supervisory coordinators and administrators will find practical advice, while the volume will be a valuable source of research information for researchers in teacher education and EFL teacher education, in particular for those who wish to employ mentoring or peer mentoring as an approach to teachers' professional development
Bibliography Includes bibliographical references
Notes Print version record
Subject Mentoring in education.
Teachers -- Training of.
Teacher effectiveness.
Teachers.
teachers.
Teacher training.
Educational psychology.
Language teaching & learning (other than ELT)
EDUCATION -- Administration -- General.
EDUCATION -- Organizations & Institutions.
Mentoring in education
Teacher effectiveness
Teachers
Teachers -- Training of
Form Electronic book
ISBN 9783319441511
3319441515