An investigation into EFL mentors’ preferred mentoring approaches through feedback practices

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dc.authoridhttps://orcid.org/0000-0002-4248-8003
dc.authoridhttps://orcid.org/0000-0003-3419-8257
dc.contributor.authorMutlu Gülbak, Gizem
dc.contributor.authorKırmızı, Özkan
dc.date.accessioned2025-03-12T08:13:41Z
dc.date.available2025-03-12T08:13:41Z
dc.date.issued2025-01-22
dc.departmentFakülteler, Edebiyat Fakültesi, Batı Dilleri ve Edebiyatları Bölümü
dc.description.abstractPurpose: 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.
dc.identifier10.1108/IJMCE-02-2024-0018
dc.identifier.citationMutlu 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
dc.identifier.doi10.1108/IJMCE-02-2024-0018
dc.identifier.issn2046-6854
dc.identifier.scopus2-s2.0-85215958585
dc.identifier.scopusqualityQ2
dc.identifier.urihttps://doi.org/10.1108/IJMCE-02-2024-0018
dc.identifier.urihttps://hdl.handle.net/20.500.14619/15135
dc.identifier.wosWOS:001400914300001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherEmerald Publishing
dc.relation.ispartofInternational Journal of Mentoring and Coaching in Education
dc.relation.ispartofseriesInternational Journal of Mentoring and Coaching in Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectEFL teachers
dc.subjectFeedback
dc.subjectMentor
dc.subjectMentoring approaches
dc.titleAn investigation into EFL mentors’ preferred mentoring approaches through feedback practices
dc.typeJournal

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