Advertisement

Peer Mentoring with Beginning EFL Teachers

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

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.

Keywords

Professional Development Teaching Experience Lesson Plan Teacher Learning Teacher Professional Development 
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.

References

  1. Allen, T. D., & Eby, L. T. (2003). Relationship effectiveness for mentors: Factors associated with learning and quality. Journal of Management, 29(4), 469–486. doi: 10.1016/s0149-2063_03_00021-7.CrossRefGoogle Scholar
  2. Arnold, E. (2006). Assessing the quality of mentoring: Sinking or learning to swim? ELT Journal, 60(2), 117–124.CrossRefGoogle Scholar
  3. Boreen, J., & Niday, D. (2000). Breaking through the isolation: Mentoring beginning teachers. Journal of Adolescent & Adult Literacy, 44(2), 152–163.Google Scholar
  4. Bullough, J. R. V., Young, J., Birrell, J. R., Cecil Clark, D., Winston Egan, M., Erickson, L., … Welling, M. (2003). Teaching with a peer: A comparison of two models of student teaching. Teaching and Teacher Education, 19(1), 57–73.Google Scholar
  5. Buysse, V., Sparkman, K. L., & Wesley, P. W. (2003). Communities of practice: Connecting what we know with what we do. Exceptional Children, 69(3), 263–277.CrossRefGoogle Scholar
  6. Cornish, L., & Jenkins, K. A. (2012). Encouraging teacher development through embedding reflective practice in assessment. Asia-Pacific Journal of Teacher Education, 40(2), 159–170. doi: 10.1080/1359866x.2012.669825.CrossRefGoogle Scholar
  7. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. London: SAGE.Google Scholar
  8. Darling-Hammond, L., & Bransford, J. D. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.Google Scholar
  9. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: Heath.Google Scholar
  10. Ehrich, L. C., Hansford, B., & Tennent, L. (2004). Formal mentoring programs in education and other professions: A review of the literature. Educational Administration Quarterly, 40(4), 518–540.CrossRefGoogle Scholar
  11. Eisen, M.-J. (2001). Peer-based professional development viewed through the lens of transformative learning. Holistic Nursing Practice, 16(1), 30–42.CrossRefGoogle Scholar
  12. Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 353–371. doi: 10.1016/j.system.2008.02.001.CrossRefGoogle Scholar
  13. Engeström, Y., Miettinen, R., & Punamaki, R. L. (1999). Perspectives on activity theory. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
  14. Evertson, C. M., & Smithey, M. W. (2000). Mentoring effects on proteges’ classroom practice: An experimental field study. The Journal of Educational Research, 93(5), 294–304.CrossRefGoogle Scholar
  15. Farrell, T. S. C. (2003). Learning to teach English language during the first year: Personal influences and challenges. Teaching and Teacher Education, 19(1), 95–111.CrossRefGoogle Scholar
  16. Farrell, T. S. C. (2004). Reflective practice in action: 80 reflection break for busy teachers. Thousand Oaks, CA: Corwin Press.Google Scholar
  17. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.CrossRefGoogle Scholar
  18. Forbes, C. T. (2004). Peer mentoring in the development of beginning secondary science teachers: Three case studies. Mentoring and Tutoring, 12(2), 219–239.CrossRefGoogle Scholar
  19. Garmon, M. A. (1998). Using dialogue journals to promote student learning in a multicultural teacher education course. Remedial and Special Education, 19(1), 32–32.CrossRefGoogle Scholar
  20. Grudnoff, L. (2011). Rethinking the practicum: Limitations and possibilities. Asia-Pacific Journal of Teacher Education, 39(3), 223–234. doi: 10.1080/1359866x.2011.588308.CrossRefGoogle Scholar
  21. Harnish, D., & Wild, L. A. (1994). Mentoring strategies for faculty development. Studies in Higher Education, 19(2), 191–201.CrossRefGoogle Scholar
  22. Harrison, J., Dymoke, S., & Pell, T. (2006). Mentoring beginning teachers in secondary schools: An analysis of practice. Teaching and Teacher Education, 22(8), 1055–1067.CrossRefGoogle Scholar
  23. Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks, R. R., Strong-Krause, D., & Anderson, N. J. (2010). Effects of dynamic corrective feedback on ESL writing accuracy. TESOL Quarterly, 44(1), 84–109. doi: 10.5054/tq.2010.213781.CrossRefGoogle Scholar
  24. Heirdsfield, A., Walker, S., & Walsh, K. (2007). Enhancing the first year experience-longitudinal perspectives on a peer mentoring scheme. Paper presented at the Australian Association for Research in Education (AARE) conference, Fremantle, Australia.Google Scholar
  25. Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207–216.CrossRefGoogle Scholar
  26. Hofstede, G., & Hofstede, G. (2005). Cultures and organizations: Software of the mind. New York, NY: McGraw-Hill.Google Scholar
  27. Howey, K. R., & Zimpher, N. L. (1999). Pervasive problems and issues in teacher education. In G. A. Griffin (Ed.), The education of teachers: Ninety eighth yearbook of National Society for the study of education (pp. 279–305). Chicago, IL: University of Chicago Press.Google Scholar
  28. Hsu, S. (2005). Help-seeking behaviour of student teachers. Educational Research, 47(3), 307–318.CrossRefGoogle Scholar
  29. Huberman, M. (1993). The lives of teachers. New York, NY: Teachers College Press.Google Scholar
  30. Hudson, P. (2004). Specific mentoring: A theory and model for developing primary science teaching practices. European Journal of Teacher Education, 27(2), 139–146.CrossRefGoogle Scholar
  31. Ingersoll, R., & Kralik, J. M.(2004). The impact of mentoring on teacher retention: What the research says. Education Commission of the States. Retrieved from www.ecs.org database.
  32. Knezevic, A., & Scholl, M. (1996). Learning to teach together: Teaching to learn together. In D. Freeman & J. C. Richards (Eds.), Teacher learning in language teaching (pp. 79–97). Cambridge, UK: Cambridge University Press.Google Scholar
  33. Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1), 98–106.CrossRefGoogle Scholar
  34. Kram, K. E., & Isabella, L. A. (1985b). Mentoring alternatives: The role of peer relationships in career development. The Academy of Management Journal, 28(1), 110–132.CrossRefGoogle Scholar
  35. Lacey, K. (1999). Making mentoring happen: A simple and practical guide to implementing a successful mentoring program. Sydney, Australia: Tim Edwards.Google Scholar
  36. Lave, J. (1997). The culture of acquisition and the practice of understanding. In D. Kirschner & J. Whitson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives (pp. 17–35). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  37. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
  38. Le Cornu, R. (2005). Engaging pre-service teachers in mentoring one another. Mentoring and Tutoring, 13(3), 355–366.CrossRefGoogle Scholar
  39. Lee, J. C.-K., & Feng, S. (2007). Mentoring support and the professional development of beginning teachers: A Chinese perspective. Mentoring & Tutoring: Partnership in Learning, 15(3), 243–262.CrossRefGoogle Scholar
  40. Lerman, S. (2001). A review of research perspectives on mathematics teacher education. In F. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 33–52). Dordrecht, Netherlands: Kluwer.CrossRefGoogle Scholar
  41. Long, J. (1997). The dark side of mentoring. Australian Educational Research, 24(2), 115–123.CrossRefGoogle Scholar
  42. Loughran, J., Brown, J., & Doecke, B. (2001). Continuities and discontinuities: The transition from pre-service to first-year teaching. Teachers and Teaching, 7(1), 7–23. doi: 10.1080/13540600125107.CrossRefGoogle Scholar
  43. Maguire, M. (2001). Bullying and the postgraduate secondary school trainee teacher: An English case study. Journal of Education for Teaching, 27(1), 95–109.CrossRefGoogle Scholar
  44. McCormack, A., & Thomas, K. (2003). Is survival enough? Induction experiences of beginning teachers within a New South Wales context. Asia-Pacific Journal of Teacher Education, 31(2), 125–138.CrossRefGoogle Scholar
  45. McGuire, G. M., & Reger, J. (2003). Feminist co-mentoring: A model for academic professional development. NWSA Journal, 15(1), 54–72.CrossRefGoogle Scholar
  46. Meyer, T. (2002). Novice teacher learning communities: An alternative to one-on-one mentoring. American Secondary Education, 31(1), 27–43.Google Scholar
  47. Nguyen, H. T. M. (2008). Mentoring beginning EFL teachers at tertiary level in Vietnam. Asian-EFL Journal, 10(1), 111–132.Google Scholar
  48. Nguyen, H. T. M., & Hudson, P. (2012). Preservice EFL teachers’ reflections on mentoring during their practicum. In C. Gitsaki & B. B. J. Richard (Eds.), Future directions in applied linguistics: Local and global perspective (pp. 158–178). Newcastle, UK: Cambridge Scholar Publishing.Google Scholar
  49. Nguyen, T. M. H., & Luong, Q. T. (2008). A case study of a TESOL practicum in Vietnam: Voices from student teachers. Paper presented at the international conference: Rethinking English Language Education for Today’s Vietnam, Hanoi, Vietnam.Google Scholar
  50. Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
  51. Roberts, J. (1998). Language teacher education. London, UK: Arnold.Google Scholar
  52. Saban, B. (2002). Mentored teaching as (more than) a powerful means of recruiting newcomers. Education, 122(4), 828–840.Google Scholar
  53. Schon, D. A. (1983). The reflective practitioner: How professionals think in action. London, UK: Temple Smith.Google Scholar
  54. Smith, J. J. (2003). Forces affecting beginning teacher/mentor relationships in a large suburban school system. (Unpublished PhD), Virginia Polytechnic Institute and University.Google Scholar
  55. Staten-Daniels, T. (2009). How first-year teachers support their peers. (Ed.D.), Walden University, Minneapolis, MN.Google Scholar
  56. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publications.Google Scholar
  57. Street, C. (2004). Examining learning to teach through a social lens: How mentors guide newcomers into a professional community of learners. Teacher Education Quarterly, 31(2), 7–24.Google Scholar
  58. Terrion, J. L., & Philion, R. (2008). The electronic journal as reflection-on-action: A qualitative analysis of communication and learning in a peer-mentoring program. Studies in Higher Education, 33(5), 583–597.CrossRefGoogle Scholar
  59. Thomas, M. S., & Richard, M. I. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714.CrossRefGoogle Scholar
  60. Tomlinson, P. D., Hobson, A. J., & Malderez, A. (2010). Mentoring in education. In B. Mcgaw, P. L. Peterson, & E. Baker (Eds.), International encyclopedia of education. Amsterdam: Elsevier.Google Scholar
  61. Troutman, Y. R. H. (2002). Effectiveness of teacher mentoring as perceived by proteges. (Unpublished PhD), University of Southern Mississippi, Mississippi, USA.Google Scholar
  62. Upitis, R. (1999). Teacher education reform: Putting experience first. Teacher Education Quarterly, 26(2), 11–19.Google Scholar
  63. Vo, L. T., & Nguyen, H. T. M. (2010). Critical friends group for EFL teacher professional development. ELT Journal, 64(2), 205–213. doi: 10.1093/elt/ccp025.CrossRefGoogle Scholar
  64. Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144–188). Armonk, NY: Sharpe.Google Scholar
  65. Wang, J., & Odell, S. J. (2002). Mentored learning to teach according to standards-based reform: A critical review. Review of Educational Research, 72(3), 481–546.CrossRefGoogle Scholar
  66. Wang, J., Odell, S. J., & Schwille, S. A. (2008). Effects of teacher induction on beginning teachers’ teaching: A critical review of the literature. Journal of Teacher Education, 59(2), 131–152.Google Scholar
  67. Wang, J., Strong, M., & Odell, S. (2004). Mentor-novice conversations about teaching: A comparisons of two U.S and two Chinese cases. Teachers College Record, 106(4), 775–813.CrossRefGoogle Scholar
  68. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
  69. White, S. (2006). Student-teachers’ experiences of situated learning within the primary school classroom. Studies in Learning, Evaluation, Innovation and Development, 3(2), 1–11.Google Scholar
  70. Wong, H. K. (2004). Induction programs that keep new teachers teaching and improving. National Association of Secondary School Principals. NASSP Bulletin, 88(638), 41–59.Google Scholar
  71. Xu, H. (2013). From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China. Teaching and Teacher Education, 31(0), 79–86. doi:http://dx.doi.org/10.1016/j.tate.2013.01.006.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2017

Authors and Affiliations

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

Personalised recommendations