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EBOOK
Author Nguyen, Hoa Thi Mai,
Title Models of mentoring in language teacher education / Hoa Thi Mai Nguyen.
Imprint Switzerland : Springer International Publishing, [2017]
2017

LOCATION CALL # STATUS MESSAGE
 OHIOLINK SPRINGER EBOOKS    ONLINE  
View online
LOCATION CALL # STATUS MESSAGE
 OHIOLINK SPRINGER EBOOKS    ONLINE  
View online
Author Nguyen, Hoa Thi Mai,
Series English language education ; v. 7
English language education (Springer (Firm)) ; v. 7.
Subject Mentoring in education.
Teachers -- Training of.
Teacher effectiveness.
Teachers.
Description 1 online resource (xvi, 215 pages).
polychrome rdacc
Bibliography Note Includes bibliographical references.
Contents Machine generated contents note: 1. EFL Context in Vietnam and East Asia -- 1.1. English Language Teaching in Vietnam -- 1.1.1. Historical Background -- 1.1.2. Quality of ELT -- 1.1.3. In-service EFL Teacher Professional Development -- 1.1.4. Pre-service EFL Teacher Education in Vietnam -- 1.2. EFL/ESL in Asian Contexts -- 1.2.1. Issues in In-service EFL Teacher Education -- 1.2.2. Issues in Pre-service Teacher Education -- 1.3. Use of Mentoring -- 1.4. Summary -- References -- 2. Theories of Mentoring -- 2.1. Underlying Theories of Peer Mentoring/Mentoring in Teacher Education -- 2.1.1. Social Constructivism -- 2.1.2. Collaborative Reflection -- 2.2. Mentoring: A Theoretical Framework -- 2.3. Peer Mentoring: A Theoretical Framework -- 2.3.1. Career-Related Functions -- 2.3.2. Psychosocial Functions -- 2.4. Summary and Conclusions -- References -- 3. TESOL Practicum Mentoring for Pre-service Teachers: The Vision Versus the Reality -- 3.1. Introduction -- 3.2. Practicum in Pre-service Language Teacher Education -- 3.2.1. Pre-service Teacher Education -- 3.2.2. Role of the Practicum -- 3.3. Mentoring in Pre-service Teacher Education -- 3.3.1. Mentoring -- 3.3.2. Limitations of School-Based Mentoring -- 3.4. Examining an EFL Pre-service Mentoring Context -- 3.4.1. Findings from the Pre-practicum Interviews -- 3.4.2. Findings from Post-practicum Interviews -- 3.5. Discussion -- 3.6. Implications and Conclusions -- Endnote -- References -- 4. Design of Mentoring Programs -- 4.1. Introduction -- 4.2. Informal Versus Formal Mentoring -- 4.3. Formal Mentoring -- 4.3.1. Mentoring Attributes -- 4.3.2. Matching in the Formal Mentoring System -- 4.3.3. Mentor Training and/or Orientation -- 4.4. Conclusion -- References -- 5. Group Mentoring: Facilitating Teacher Reflection -- 5.1. Introduction -- 5.2. Teacher Reflection -- 5.3. Group Mentoring -- 5.4. Study -- 5.4.1. Research Approach -- 5.4.2. Research Participants -- 5.4.3. Research Implementation -- 5.4.4. Methods of Data Collection -- 5.5. Theoretical Framework for Reflection -- 5.6. Findings -- 5.6.1. Level of Reflection -- 5.6.2. Patterns of Reflections -- 5.6.3. Factors Fostering Reflection -- 5.7. Discussion -- 5.8. Conclusion -- References -- 6. Peer Mentoring for Pre-service Teachers: Developing Professional Practice -- 6.1. Introduction -- 6.2. Peer Mentoring for Pre-service Language Teachers -- 6.3. Peer Mentoring as a Strategy for Developing Professional Practice -- 6.3.1. Professional Practice -- 6.3.2. Peer Impact on Developing Teachers' Professional Practice -- 6.4. Research Methodology -- 6.4.1. Research Question -- 6.4.2. Design -- 6.4.3. Research Participants -- 6.4.4. Intervention -- 6.4.5. Data Analysis -- 6.5. Findings -- 6.5.1. Comparing Groups on Professional Practice over Time -- 6.5.2. Overall Professional Practice -- 6.5.3. Violations of Assumptions -- 6.5.4. Professional Practice Comparison Summary -- 6.6. Comparison of Perceived Changes in Professional Practice Across Groups -- 6.7. Discussion and Conclusion -- 6.7.1. Domain 1: Planning and Preparation -- 6.7.2. Domain 2: The Classroom Environment -- 6.7.3. Domain 3: Instruction -- 6.7.4. Domain 4: Professional Responsibilities -- 6.8. Conclusion -- References -- 7. Peer Mentoring: A Source of Support for Pre-service EFL Teachers -- 7.1. Introduction -- 7.2. Study -- 7.3. Findings from the Experimental Group -- 7.3.1. Psychosocial Support -- 7.3.2. Career-Related Support -- 7.4. Control Group Findings -- 7.4.1. Psychosocial Support -- 7.4.2. Career-Related Support -- 7.5. Discussion -- 7.6. Conclusion and Implications -- References -- 8. Peer Mentoring with Beginning EFL Teachers -- 8.1. Introduction -- 8.2. Beginning EFL Teachers -- 8.3. Theoretical Background -- 8.4. Study -- 8.4.1. Research Design -- 8.4.2. Research Context -- 8.4.3. Setting and Implementation of the Peer Mentoring Program -- 8.4.4. Data Collection and Analysis -- 8.5. Results and Discussion -- 8.5.1. Engagement Between Beginning Teachers and Their Peer Mentors -- 8.5.2. Mentoring Programs Increased the Participants' Self-Reflection on Their Teaching Practice -- 8.5.3. Psychological Support -- 8.5.4. Tensions -- 8.6. Conclusion -- References -- 9. Issues of Implementation of Peer Mentoring for Pre-service/Inservice Teachers -- 9.1. Peer Mentoring Attributes -- 9.2. Peer Mentoring Matching -- 9.3. Peer Mentoring Training -- 9.4. Peer Mentoring Problems -- 9.5. Conclusion -- References -- 10. Whether Mentoring in Teacher Education: Final Thoughts -- 10.1. Introduction -- 10.2. Models of Mentoring -- 10.3. Conditions for Effective Mentoring -- 10.4. Move Forward.
Note Print version record.
ISBN 9783319441511 (electronic bk.)
3319441515 (electronic bk.)
9783319441498
3319441493
OCLC # 960909684
Additional Format Print version: Models of Mentoring in Language Teacher Education. [Place of publication not identified] : Springer Verlag 2016 9783319441498 (OCoLC)953709128


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