School‐based Initial Teacher Training in England and France: trainee teachers' perspectives compared

Foster, Rob

doi:10.1080/1361126990070204

Cited by 26 publications

(21 citation statements)

References 4 publications

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“…In the present study, one of the participants, Farhan denoted the important role of his native mentors as his speaking partner who assisted him in maintaining his English proficiency. This finding supports existing research (Foster 1999, Hobson et. al 2009 that emphasis the role of mentors as the experts who are able to model excellent professional practice.…”

Section: Mentors' Rolessupporting

confidence: 93%

“…Farhan asserted that, through peer teaching, he was able to gain better understanding on the correct ways to conduct certain teaching and learning activities as he and his mentor would together plan, carry out, and reflect on the lessons. Hence, this finding adds support to several studies (Foster 1999, Hobson 2002) which consider the novice teachers' experience in analysing the procedure involved in conducting effective lesson as the most valuable aspect in mentoring strategies. In addition, research (Martin & Rippon 2003, Schmidt 2008 show that, valuable mentoring activities include the collaboration of both mentor and mentee in the process of teaching.…”

Section: Mentoring Strategiessupporting

confidence: 80%

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The Native Speaker Programme – The Coin has Two Sides

Senom

Othman

Siraj

2016

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The aim of the study is to gain an insight into novice ESL teachers' diverse experiences as mentees in a mentoring programme, the Native Speaker Programme. Employing a multiple case study, the study was conducted among four novice primary school ESL teachers in Malaysia through in-depth interviews and observations. The findings indicated that there are two sides of the coin of being the mentees in the Native

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Section: Mentors' Rolessupporting

confidence: 93%

Section: Mentoring Strategiessupporting

confidence: 80%

The Native Speaker Programme – The Coin has Two Sides

Senom

Othman

Siraj

2016

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“…Multiple studies put forward that the triumph of beginner teacher mentoring is, in part, a purpose of the ways mentors are chosen and paired with mentees. Mentors should be efficient practitioners who are able to model good professional practice (Foster, 1999;Roehrig et al, 2008), and it is significant that mentees have 'professional respect' for their mentors, which requires that, in the mentees' eyes at least, their mentors own ample knowledge and experience of (for example) teaching and their subject specialization (Abell et al, 1995). Yet being an experienced and successful teacher, and being acknowledged as such, is a compulsory but not enough condition for being an active mentor -not all good teachers make good mentors, while not all good mentors make good mentors of all beginning teachers (Evertson & Smithey, 2000;Johnson, 2004;Schmidt, 2008;Yusko & Feiman Nemser, 2008).…”

Section: Mentor Selection and Matchingmentioning

confidence: 99%

“…Several studies have observed that, like all kinds of teaching, mentoring is most effectual where it is vigorous for rationale and discusses and is approachable too, the requirements of the mentee/learner. This suggests that mentors of trainee teachers should revere their mentees as adult learners, considering their learning methodologies, and guaranteeing that the policies implemented to maintain their learning are receptive to their worries and apt to their present phase of development (Foster, 1999;Lindgren, 2005;Valencic et. al., 2007).…”

Section: Mentor Selection and Matchingmentioning

confidence: 99%

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Mentoring Matters in Workplace: The Impact of Formal Mentoring Program on EFL Instructors’ Performance at ELI, King Abdulaziz University, Saudi Arabia

Khojah¹,

Asif²

2020

ELT

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An unprecedented acceleration in globalization, cross-culture integration and intensified innovation are a few elements that have triggered the need for availability of mentoring as the professional identity of any institution of higher learning. It has got the status of a foundation stone of mutual accomplishments between universities in the provision of teacher development. Therefore, this research study was carried out to evaluate the experiences of faculty members who participated in a formal mentoring program organized by the English Language Institute (ELI) at King Abdulaziz University (KAU) from 2017 to 2019. In this mixed-method study, a questionnaire and semi-structured interviews were used to gather data in order to respond to questions connected to the effectiveness of the mentoring program for mentors and mentees. The study particularly sought to discover the character of the work issues discussed and the worth judged by participants as emerging from their contribution to a programmed mentoring correlation. Data analysis transpired that mentoring promoted all of those who participated in the program. The study concluded that mentoring could assist in constructing capability in two ways: featured and standardized mentoring of trainee teachers through overt mentoring practices, and demonstrating and deconstructing teaching methods and practices for mentors' pedagogical progression. This study emphasizes the worth and value of the formal mentoring program as a valued and fitting professional development approach. 

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How is geography rendered visible as an object of concern in written lesson observation feedback?

Healy¹,

Walshe

Dunphy

2019

The Curriculum Journal

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Whilst the significant role mentors play within ITE has been emphasised in English policy context, there appears to be limited consideration of subject‐specificity of mentoring practices within the literature. One key mechanism for trainee teacher development is written lesson observation feedback, but there is a concern that it is often generic in nature. In response to this, our research explores the ways in which geography teacher educators' curricular theorising is rendered visible through written lesson observation feedback. This paper reports on the interplay between teacher, student and content apparent within lesson observation feedback and the ways that geography teachers incorporate a focus upon a subject within their mentoring practices. The project, an interpretive case study, collected data through a lesson observation activity and whole‐group discussion. Results suggest that the interplay between teacher, student and content within written lesson observation feedback often draws on subject‐specific pedagogical approaches and stimulates mentor/trainee dialogue that has the potential to provoke wider curricular thinking around the ‘what and why’ of teaching. However, further research is needed to gain a contextualised understanding of mentoring practices, including the exploration of the role of mentors' own subject expertise, given the significance of this in guiding their professional practice.

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School‐based Initial Teacher Training in England and France: trainee teachers' perspectives compared

Cited by 26 publications

References 4 publications

The Native Speaker Programme – The Coin has Two Sides

The Native Speaker Programme – The Coin has Two Sides

Mentoring Matters in Workplace: The Impact of Formal Mentoring Program on EFL Instructors’ Performance at ELI, King Abdulaziz University, Saudi Arabia

How is geography rendered visible as an object of concern in written lesson observation feedback?

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