MENTORING BEGINNING TESOL TEACHER RESEARCHERS: EXPERIENCES FROM INTERNATIONAL CONTEXTS

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Atıf İçin Kopyala

DİKİLİTAŞ K., ÇOMOĞLU H. İ.

European Journal of Applied Linguistics and TEFL, cilt.11, sa.1, ss.135-150, 2022 (Hakemli Dergi)

• Yayın Türü: Makale / Tam Makale
• Cilt numarası: 11 Sayı: 1
• Basım Tarihi: 2022
• Dergi Adı: European Journal of Applied Linguistics and TEFL
• Sayfa Sayıları: ss.135-150
• Dokuz Eylül Üniversitesi Adresli: Evet

Özet

Mentoring beginning teachers' engagement in research has been an under explored aspect of the commonly published research into general teacher mentoring practices. To address this gap, this phenomenological study explores the research mentoring experiences of five mentors from various international contexts - Brazil, Ecuador, Cameroon and Turkey - as captured from their lived experiences. The data were collected through an open-response survey and analysed inductively. The participant mentors' responses indicated three dimensions concerning the pedagogy of mentoring beginning TESOL teacher researchers: developing autonomy through collaboration, bridging the theory-practice gap and nurturing the researcher self. Implications are included for mentoring beginning teacher researchers.

KEYWORDS

Mentoring, beginning researchers, TESOL teachers, phenomenology.