Peer Mentoring with Beginning EFL Teachers

Part of the English Language Education book series (ELED)


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.


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.


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© Springer International Publishing Switzerland 2017

Authors and Affiliations

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

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