Designing a Complementary E-Mentoring Program for Pre-Service ELT Teachers: Online Co-Mentoring Project

Autor/inn/en	Kaçar, Isil Günseli; Baltaci, Hasan Serif
Titel	Designing a Complementary E-Mentoring Program for Pre-Service ELT Teachers: Online Co-Mentoring Project
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 31 (2023) 3, S.352-380 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaçar, Isil Günseli) ORCID (Baltaci, Hasan Serif)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2023.2202473
Schlagwörter	Mentors; Program Design; English (Second Language); Second Language Learning; Second Language Instruction; Preservice Teachers; Teacher Education Programs; Professional Education; Language Teachers; Lesson Plans; Video Technology; Teaching Methods; Electronic Mail; Feedback (Response); Anxiety; Student Attitudes; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Programme design; Programmaufbau; Programmplanung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Berufsausbildung; Language teacher; Sprachunterricht; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Elektronischer Briefkasten; Angst; Schülerverhalten; Ausland; Türkei
Abstract	In this qualitative study, we designed an online mentoring program to complement school-based mentoring to enrich the quality of existing mentoring experiences and explored the impact of this project on the professional development of 12 EFL pre-service teachers in an English-medium university in Turkey and six qualified English teachers. Pre-service teachers were assigned online co-mentors and asked to send them their lesson plans and teaching videos and several questions regarding their practicum, lesson plan preparation, delivery, assessment issues, as well as career-related concerns via e-mail to receive feedback. The data collected via semi-structured interviews before and after the project were analyzed through content analysis. The findings indicated a relatively high level of satisfaction among pre-service teachers regarding detailed feedback provision, the development of alternative viewpoints into teaching, enhanced teaching self-efficacy, reduced teaching anxiety, new insights into their career choices, and some challenges concerning the online nature of the study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01