Peer Mentoring: A Way Forward for Supporting Preservice Efl Teachers Psychosocially During the Practicum

Nguyen, Hoa Thi Mai

doi:10.14221/ajte.2013v38n7.3

Cited by 40 publications

(25 citation statements)

References 23 publications

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“…Like the mentors in Nguyen's ( 2013 ) study, mentor participants in the current study took seriously their preservice teachers ' observations and drew on them as opportunities for ongoing professional learning and refl ection. Like the mentors in Nguyen's ( 2013 ) study, mentor participants in the current study took seriously their preservice teachers ' observations and drew on them as opportunities for ongoing professional learning and refl ection.…”

Section: Focused Dialogue About Practicementioning

confidence: 99%

“…With a laboratory approach in mind, mentors aimed to make explicit some of the tacit dimensions of teaching practice (Polyani, 1958 ). They achieved this largely by focusing preservice teacher observations and then modeling and encouraging refl ection as a strategy for understanding and improving practice (Graham, 2006 ;Loughran, 2006 ;Nguyen, 2013 ).…”

Section: Implications and Conclusionmentioning

confidence: 99%

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Teacher Education

2016

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Section: Focused Dialogue About Practicementioning

confidence: 99%

Section: Implications and Conclusionmentioning

confidence: 99%

Teacher Education

2016

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“…Reciprocal peer mentoring (RPM) refers to the activities of a pair of teachers undertaken in the workplace in order for continuous progression towards improvement (Zwart, Wubbels, Bergen & Bolhuis, 2009). Contrary to the hierarchical relationship governing traditional mentoring practices, RPM engages two peers of equal or nearly equal status in an inherently mutual relationship so that both peers have something to contribute to one another's personal and professional development (Nguyen, 2013). RPM typically comprises a cyclical process of planning, observing and data collection, and providing feedback and reflective analysis (Joyce & Showers, 1980).…”

Section: Introductionmentioning

confidence: 99%

Pre-service teachers’ perceptions of practicum through reciprocal peer mentoring and traditional mentoring

Çapan¹,

Bedir²

2019

Dil Ve Dilbilimi Çalışmaları Dergisi

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Practicum in pre-service teacher education offers ample opportunities for developing a practical conception of teaching and learning. Yet it may also promote further worry for pre-service teachers if not sufficiently resourced and carefully structured. The present study intended to delve into pre-service teachers' perceptions of practicum undertaken through reciprocal peer mentoring and traditional mentoring trajectories. Designed as a quasiexperimental study, this longitudinal study collected mainly qualitative data through reflective journals, individual interviews and audio-records of peer conferences. The present study revealed a dire need for restructuring the traditional mentoring model currently used in pre-service teacher education programs. The study also unraveled that integration of reciprocal peer mentoring with systematic opportunities for peer conference and peer observation might be a viable suggestion to resolve the perceived shortcomings in practicum. Moreover, the study proposed that apart from an earlier onset of teaching practices, periodic rotations in teaching practices and mentormentee pairings might help to maximize contributions of engagement in practicum experiences.

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“…This need of proper examples and responses from audience, represented by peers, for L2 beginner writers is a notion that has been addressed by several previous research. In particular, these research proposed the implementation of peer review as a means to provide writers with more model texts and feedback from audience [3], [4]. To be precise, peer review allows L2 writers to gain knowledge on how readers respond to text through nonthreatening authentic interactions, which areas of improvements in their writing, and how to do those improvements [2].…”

Section: Introductionmentioning

confidence: 99%

Promoting Peer Review Practice: a Case of Mixed-Proficiency Dyad in Expository Essay Writing Class

Rahmawati¹,

Dari²

2018

Proceedings of the 2nd Social Sciences, Humanities and Education Conference: Establishing Identities Through Language, Culture,

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Inability to produce coherent and content-rich expository essays is a major setback for English department students' academic performance. Apart from poor accuracy, poor quality of content and organization of ideas were the major problems. The root of these problems was apparently the lack of feedback, particularly from peers with different levels of proficiency. To cope with the problem, peer review practice was integrated into expository essay writing course to allow transfer of knowledge and strategies among students. To further investigate how the practice was carried out by mixed-proficiency dyads, the current case study focuses on observing the improvements occur in four sophomore students' expository essays during the first half of the semester. The participants were selected as they were the only dyads with a significant difference in writing proficiency levels. In addition to describing the improvements, the study also look at the nature of feedback given by those students. It was eventually revealed that improvement occurs in organization and content aspects, is surprisingly less significant compared to the improvement in vocabulary and language use. Responding to the findings, further research on this subject are still required to throw lights onto the efficacy of peer review for students with different characteristics.

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Peer Mentoring: A Way Forward for Supporting Preservice Efl Teachers Psychosocially During the Practicum

Cited by 40 publications

References 23 publications

Teacher Education

Teacher Education

Pre-service teachers’ perceptions of practicum through reciprocal peer mentoring and traditional mentoring

Promoting Peer Review Practice: a Case of Mixed-Proficiency Dyad in Expository Essay Writing Class

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