Current Developments in Mentoring in English Language Education

Wyatt, Mark; Dikilitaş, Kenan

doi:10.1007/978-3-030-99261-3_1

Cited by 2 publications

(1 citation statement)

References 48 publications

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“…Looking across teacher education programs more broadly, Jin (2017) conducted an impactful longitudinal study examining how completing student teaching abroad affected pre-service teachers' intercultural competence development compared to campus-based peers. Participants who undertook practicum experiences in international contexts showed significantly greater gains in intercultural awareness, attitudes towards diversity, and adaptation skills in crosscultural environments compared to those completing domestic teaching placements (Wyatt & Dikilitaş, 2022;Cirocki, Madyarov, & Baecher, 2020;Barton & Hartwig, 2017). This provides compelling evidence for the value of immersive experiential learning in developing critical professional capabilities like cultural competence (Parry & Allison, 2019;Oxlea & Ilea, 2015;Kolb, Boyatzis, & Mainemelis, 2014;Kolb, 2014).…”

Section: Competencementioning

confidence: 99%

Adaptive and Re-adaptive Pedagogies in Higher Education: A Comparative, Longitudinal Study of Their Impact on Professional Competence Development across Diverse Curricula

Vindigni

2023

ejtas

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This study addresses concerns that traditional, lecture-based teaching methods may not sufficiently develop the integrated competencies demanded by modern professional practice. A disconnect exists between conventional pedagogy and desired learning outcomes, prompting increased interest in innovative, student-centered instructional models tailored to competence growth. Despite this, nuanced differences in competence development across diverse university curricula remain underexplored, with research predominantly relying on students’ self-assessments. To address these gaps, this study employs longitudinal mixed-methods approaches with regard to theory triangulation and investigator triangulation to better understand how professional knowledge, skills, and dispositions evolve across varied curricula and contexts. This research emphasizes adaptive and re-adaptive teaching approaches incorporating technology, individualization, and experiential learning, which may uniquely integrate skill development with contextual conceptual learning. Specific attention is paid to professional education paths like design, media, and communications degrees, where contemporary competence models stress capabilities beyond core conceptual knowledge. Results from this study aim to guide reform efforts to optimize professional competence development across diverse academic areas.

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Section: Competencementioning

confidence: 99%

Adaptive and Re-adaptive Pedagogies in Higher Education: A Comparative, Longitudinal Study of Their Impact on Professional Competence Development across Diverse Curricula

Vindigni

2023

ejtas

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Resolving pedagogical dilemmas with preservice and in‐service teachers in Japan

Hall

2024

TESOL Journal

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A pedagogical dilemma occurs when an in‐class event or external factor challenges a teacher's principles or instructional practices and compels the teacher to resolve the dilemma. This article focuses on how resolving dilemmas can enhance the conceptual understanding of both student teachers and their supervisors. The supervisory setting this article describes—university instructors in Japan supervising preservice and in‐service teachers—has not been extensively researched. The article presents three case studies: two on supervising preservice teachers and one on supervising an in‐service teacher. Although approaches to supervision emphasize the facilitative aspect, the case studies of the preservice teachers exhibited circumstances more conducive to a directive‐oriented approach. Nevertheless, with the assistance of the supervisors, the preservice teachers were able to develop episodic knowledge of pedagogical concepts through navigating the dilemmas they experienced. The case study with the in‐service teacher, on the other hand, required a more facilitative approach to supervision. It suggests that the supervisor should understand and accommodate the pedagogical concepts under which the teacher operates to provide useful support in resolving classroom‐based dilemmas.

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Current Developments in Mentoring in English Language Education

Cited by 2 publications

References 48 publications

Adaptive and Re-adaptive Pedagogies in Higher Education: A Comparative, Longitudinal Study of Their Impact on Professional Competence Development across Diverse Curricula

Adaptive and Re-adaptive Pedagogies in Higher Education: A Comparative, Longitudinal Study of Their Impact on Professional Competence Development across Diverse Curricula

Resolving pedagogical dilemmas with preservice and in‐service teachers in Japan

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