Facilitating the Transitioning of an EFL Teacher from Teaching Older Learners to Teaching Younger Children through Mentoring

Autor/in	Kirkgöz, Yasemin
Titel	Facilitating the Transitioning of an EFL Teacher from Teaching Older Learners to Teaching Younger Children through Mentoring
Quelle	In: Journal on Efficiency and Responsibility in Education and Science, 16 (2023) 1, S.55-64 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kirkgöz, Yasemin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2336-2375
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Language Teachers; Mentors; Elementary Education; Grade 2; Self Efficacy; Program Effectiveness; Teacher Competencies; Socialization; Elementary School Students; Teacher Researchers; Action Research; Faculty Development; College School Cooperation; Teacher Collaboration; Elementary School Teachers; Turkey + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Elementarunterricht; School year 02; 2. Schuljahr; Schuljahr 02; Self-efficacy; Selbstwirksamkeit; Lehrkunst; Socialisation; Sozialisation; Lehrerforschung; Projektforschung; Lehrerkooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Türkei
Abstract	This paper reports the professional journey of an English as a foreign language (EFL) teacher from teaching older learners to teaching younger children at a primary school, and the impact of mentoring on the teacher in facilitating the transitioning process. The participant is a Turkish native-speaker male English teacher with 23 years of teaching experience. He participated in the mentoring programme, which was organized as a collaborative action research teacher development project, and implemented by the author of the present study. During this process, the participant completed three cycles of action research. For each cycle, he identified a problem and/or any aspect of teaching he wished to improve, designed an action plan, applied it in his Grade 2 English classes, reflected upon his action, and documented his action research. He was also interviewed to gain additional insight into his experiences. Qualitative inductive analysis was used to analyse the interviews and reflective writings. The findings suggest that the mentoring process led to an increase in the teacher's self-efficacy in young learner pedagogy and teaching performance, helped him socialize into the community of young learner teachers, and gain teacher-researcher identity, which is perceived to smooth his transition into teaching a younger age. (As Provided).
Anmerkungen	Czech University of Life Sciences Prague. Czech University of Life Sciences Prague, Kamýcká 129, Prague 6 - Suchdol 165 00, Czech Republic. e-mail: editor@eriesjournal.com; Web site: https://www.eriesjournal.com/index.php/eries
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01