Transformative Mentoring in a Pre-school Bilingual Context in Turkey

The role of educational initiatives in EFL teacher professional development: a study of teacher mentors’ perspectives

“…These results also emphasize the importance of social construction and collaborative learning environments [ 49 ] in developing teachers' performance. They also support the previous research findings that mentoring can help EFL teachers improve their pedagogical performance [ 47 , 57 , 58 , 59 , 60 ] However, it is worth noting that both the present study and these previous studies indicate that for mentoring to be more effective, mentors' role is fundamental in preparing EFL teachers and enabling them to perform various pedagogical tasks, and overcome many challenges they encounter. Contextual issues should also be overcome to help teachers have the desired gains from mentoring.…”

“…The same gains were reported in another report [ 59 ]. In Turkey, Dikilitaş and Mumford [ 60 ] also showed how a three-week workshop mentoring programme was followed by a year-long programme of observations and feedback. Drawing on a previous study has positively influenced teachers and helped in developing greater trust between the teachers and their students, and in turn improving the teachers’ life quality and identity.…”