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Autor/inn/en | Kaçar, Isil Günseli; Baltaci, Hasan Serif |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |