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Peer Mentoring for Pre-service Teachers: Developing Professional Practice

Chapter
Part of the English Language Education book series (ELED)

Abstract

This chapter provides a comprehensive research example that investigates how a peer-mentoring model has influenced pre-service EFL teachers’ professional practice. A mixed method design, that included both qualitative and quasi-experimental techniques, was used to investigate the impact of a formal peer mentoring intervention program on participants’ professional practice during the practicum. The study sheds light on the use of peer mentoring as a model for developing beginning teachers’ professional practice and its effectiveness in a specific Asian context.

Keywords

Professional Practice Classroom Environment Professional Responsibility Wilks Lambda Instruction Domain 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer International Publishing Switzerland 2017

Authors and Affiliations

  1. 1.School of EducationThe University of New South WalesSydneyAustralia

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