Designing a complementary e-mentoring program for pre-service ELT teachers: online co-mentoring project

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH MENTORING & TUTORING Pub Date : 2023-04-18 DOI:10.1080/13611267.2023.2202473

Işıl Günseli Kaçar, Hasan Serif Baltaci

{"title":"Designing a complementary e-mentoring program for pre-service ELT teachers: online co-mentoring project","authors":"Işıl Günseli Kaçar, Hasan Serif Baltaci","doi":"10.1080/13611267.2023.2202473","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":"14 1","pages":"352 - 380"},"PeriodicalIF":1.8000,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"MENTORING & TUTORING","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13611267.2023.2202473","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

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.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

为职前英语教师设计互补性的电子辅导计划:在线联合辅导计划

在本定性研究中，我们设计了一个在线辅导项目来补充学校辅导，以丰富现有辅导经验的质量，并探讨了该项目对土耳其一所英语媒体大学的12名EFL职前教师和6名合格英语教师的专业发展的影响。职前教师被分配为在线共同导师，并被要求通过电子邮件发送他们的课程计划和教学视频，以及关于他们的实习，课程计划准备，交付，评估问题以及与职业相关的问题，以获得反馈。对项目前后通过半结构化访谈收集的数据进行内容分析。研究结果显示，职前教师在提供详细反馈、发展教学中的另类观点、提高教学自我效能、减少教学焦虑、对职业选择有新的认识、以及对研究的在线性质有一些挑战等方面有较高的满意度。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

MENTORING & TUTORING EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

33.30%

发文量