Investigating the impacts of a mentoring model on experienced efl teachers at tertiary level
| Title | Investigating the impacts of a mentoring model on experienced efl teachers at tertiary level |
|---|---|
| Author | Coşgun, Gülçin, Atay, D. |
| Publication Date: | 2018-04 |
| Publication Place | - IGI Global |
| Type | Book |
| Language | English |
| Digital | Yes |
| Manuscript | No |
| Library: | Özyeğin University |
| Library Asset ID | 9781522540502 |
| Record ID | d88952c0-2fd9-4a5f-8360-9b7d7002188b |
| Library Location | Undergraduate English Program |
| Date | 2018-04 |
| Sample Text | In teacher education programs, mentoring is generally regarded as a major component of the practicum of preservice teachers; mentors guide the development of preservice teachers and evaluate their readiness to teach independently. Mentoring can also be a highly valuable tool for the professional development of in-service teachers, who need to update their knowledge and skills as they progress in their career and gain familiarity with the expectations of an institution. However, mentoring programs offered for experienced teachers are very rare in Turkey. In-service teachers fulfill their professional development needs by attending seminars or courses and/or try to cope with challenges through informal talks with their colleagues. This chapter reports on a mentoring program provided to experienced EFL teachers and explores the effects of it on the participants. Data were gathered through semi-structured interviews with 12 teachers. Findings indicate that experienced teachers feel the mentoring program contributes to their professional as well as personal development. |
| DOI | 10.4018/978-1-5225-4050-2.ch008 |
