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Peer Mentoring with Beginning EFL Teachers

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Models of Mentoring in Language Teacher Education

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

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Abstract

This chapter reports a case study which explores the experience of groups of Vietnamese EFL teachers toward their participation in a formal peer mentoring model over one semester. Through observations and interviews, this study offers insights into the participants’ experiences as well as the application of formal peer mentoring as a model of EFL teacher professional development. This study offers insights into the participants’ experiences with this model in Vietnam as well as how this model could be appropriately used as a model of teacher professional development in a particular Asian context.

This chapter is a slightly modified version of Nguyen and Baldauf (2015). Used with the permission of The Rowman & Littlefield Publishing Group, the publisher of Teacher Education and Practice

Nguyen, H. T. M., & Baldauf, R. B., Jr. (2015). Beginning teachers: Supporting each other and learning together. Teacher Education and Practice, 28(1), 75–89.

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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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Nguyen, H.T.M. (2017). Peer Mentoring with Beginning EFL Teachers. In: Models of Mentoring in Language Teacher Education. English Language Education. Springer, Cham. https://doi.org/10.1007/978-3-319-44151-1_8

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  • DOI: https://doi.org/10.1007/978-3-319-44151-1_8

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