Mentoring for professional identity construction in efl pre-service teacher education: A case study from Turkey
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Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
IGI Global
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Teacher identity, neither stable nor predetermined, plays a key role in decisionmaking on pedagogical practices. Research demonstrates that identity formation is enacted via various interactions of mentors, students, colleagues, and significant others. Practicum is, thus, an important space for exploring pre-service teacher identities through mentoring to encourage them for critical reflections over their dispositions of the professional identities. This study explores how a mentoring program at a Turkish university contributes to a group of EFL student teachers' identity formation. Three semi-structured interviews were conducted with seven male and five female participants; the research found out three significant spaces facilitating the identification and transformation of their initial professional identities. Namely, practice, peer collaboration and mentoring discussions enhanced the awareness, analytical and reflective skills through open, challenging but supportive mentoring.
Açıklama
Anahtar Kelimeler
Mentoring for Professional Identity, Case Study From Turkey
Kaynak
Mentoring and Reflective Teachers in ESOL and Bilingual Education
WoS Q Değeri
Scopus Q Değeri
N/A
