Mentor Teachers’ Voices on Pre-Service English Teachers’ Professional Learning
Bibliographic Data
| ID | 21240186 |
|---|---|
| Authors | Paulus Kuswandono (0000-0002-0682-5535, Sanata Dharma University, corresponding author) |
| Year | 2017 |
| Volume | 6 |
| Issue | 2 |
| Pages | 213 |
| Publication date | 2017-01-23 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Indonesian Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 2301-9468 • E-ISSN: 2502-6747 |
| Publisher | Universitas Pendidikan Indonesia (UPI) (PUBLISHER) |
| DOI | 10.17509/ijal.v6i2.4846 |
| OpenAlex | W2582713769 |
| Language | EN |
| References cited | 6 |
Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers’ voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered through questionnaires and unstructured interviews carried out in the participants’ school setting and analysed using NVIVO 9 (qualitative data analysis software). The findings reveal the mentor teachers’ beliefs in guiding PSETS during the school-based practicum. The mentor teachers viewed that PSETs need to learn and experience more fundamental aspects of teaching, namely interpersonal skills and emotional engagement in teaching, including their leadership. Implications for teacher education to improve the quality of relationship between PSETs and mentor teachers are addressed
Interpersonal communication · Mathematics education · Medical education · Pedagogy · Practicum · Professional development · Qualitative research · School teachers · Sociology · Teacher education · Collaborative Teaching and Inclusion · Education and Communication Studies · Medicine · Psychology · Social Psychology · Teacher Education and Leadership Studies
Basics of qualitative research
What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarship
The reflective practitioner
Using QSR‐NVivo to facilitate the development of a grounded theory project
Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession
Unifying cognition, emotion, and activity in language teacher professional development
| Highly cited | No |
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