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Group Mentoring: Facilitating Teacher Reflection

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Models of Mentoring in Language Teacher Education

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Abstract

This chapter introduces the use of an integrated mode of mentoring (group mentoring) for pre-service teachers during the practicum as an approach to facilitating teacher reflection. The chapter reports findings from a qualitative study which explored how this model of mentoring fostered pre-service teachers’ reflection. It describes in detail the implementation of this model and its effectiveness in developing pre-service teachers’ reflective skills using data from interviews and recordings of mentoring conversations.

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Authors and Affiliations

  1. School of Education, The University of New South Wales, Sydney, NSW, Australia

    Hoa Thi Mai Nguyen

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  1. Hoa Thi Mai Nguyen
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Nguyen, H.T.M. (2017). Group Mentoring: Facilitating Teacher Reflection. In: Models of Mentoring in Language Teacher Education. English Language Education. Springer, Cham. https://doi.org/10.1007/978-3-319-44151-1_5

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  • DOI: https://doi.org/10.1007/978-3-319-44151-1_5

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-44149-8

  • Online ISBN: 978-3-319-44151-1

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