An investigation into EFL mentors’ preferred mentoring approaches through feedback practices
Küçük Resim Yok
Tarih
2025-01-22
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Emerald Publishing
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Purpose: This case study provides an account of eight mentor teachers’ mentoring approaches based on their reported feedback practices. Design/methodology/approach: In an interpretative phenomenological design, the data were obtained through in-depth individual interviews with mentor teachers in different practicum schools in Istanbul, Türkiye. The study draws upon the mentoring approaches in the literature (Orland-Barak and Wang, 2020), and the mentor teachers’ reports on their feedback behaviors were analyzed accordingly. Findings: During the interviews, the mentors’ emphasis on issues such as the use of positive language, encouraging reflection and the evaluative nature of feedback indicated that their feedback behaviors were mainly influenced by personal growth and situated learning mentoring approaches. Practical implications: The results suggest that mentors’ awareness on mentoring approaches and how to give feedback should be enhanced. It also suggests that teacher education programs should pay more attention to providing accurate information about mentoring approaches. A more accurately structured evaluation process should be ensured, and mentors should be instructed on how to give constructive feedback through training. Originality/value: This study contributes to the existing literature by offering a nuanced exploration of mentoring approaches in relation to teachers’ feedback practices.
Açıklama
Anahtar Kelimeler
EFL teachers, Feedback, Mentor, Mentoring approaches
Kaynak
International Journal of Mentoring and Coaching in Education
WoS Q Değeri
Q2
Scopus Q Değeri
Q2
Cilt
Sayı
Künye
Mutlu Gülbak, G. and Kırmızı, Ö. (2025), "An investigation into EFL mentors’ preferred mentoring approaches through feedback practices", International Journal of Mentoring and Coaching in Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJMCE-02-2024-0018
