Peer Mentoring Second Language Teachers
A Mutually Beneficial Experience
Bibliographic Data
| ID | 8939521 |
|---|---|
| Authors | Scott Kissau (0000-0002-7480-8729, University of North Carolina at Charlotte, corresponding author), Scott P Kissau (University of North Carolina at Charlotte), Elena King (University of North Carolina at Charlotte), Elena Tosky King (University of North Carolina at Charlotte) |
| Year | 2014 |
| Volume | 48 |
| Issue | 1 |
| Pages | 143-160 |
| Publication date | 2014-12-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12121 |
| OpenAlex | W1538012633 |
| Language | EN |
| Citations received | 4 |
| References cited | 29 |
Studies have shown that there are not enough qualified foreign language and English as a second language teachers in this country. To increase the number of new second language teachers who remain in the profession, and to promote their use of best teaching practices, the ACTFL has identified mentoring as a national research priority. The importance of mentoring is further reflected in the new national standards established by the Council for Accreditation of Educator Preparation (CAEP) for teacher education programs. To address CAEP standards for advanced licensure programs and meet the needs of new second language teachers, a peer mentoring project was initiated. Using a mixed methodology, the researchers investigated the perceived benefits of a partnership between 27 mentors in an advanced licensure second language teaching program and 27 mentees, many of whom were practicing “lateral entry” second language teachers who had not yet completed second language teacher training. The results suggested that, when both parties shared content area expertise and worked together in a nonjudgmental, supportive manner, the partnership was mutually beneficial. The results also suggested that the relationship can be facilitated when both partners share certain commonalities, including age and amount of previous teaching experience
Accreditation · Foreign language · General partnership · Language education · Licensure · Medical education · Pedagogy · Peer mentoring · Political science · Teacher education · Collaborative Teaching and Inclusion · Medicine · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Foreign Languages and Higher Education
Beginning Teacher Induction What the Data Tell Us
Practice Makes Practice
Writing Ethnographic Fieldnotes
What Do Student Teachers Learn? Perceptions of Learning in Mentoring Relationships
Mentoring beginning teachers
Exemplary mentors' perspectives towards mentoring across mentoring contexts
New teachers, mentoring and the discursive formation of professional identity
Second language teacher education
The hidden side of the work
Research on Mentoring Language Teachers
From Student to Teacher
Foreign Language Instruction in U.S. Schools
What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover
The Role of Effective Mentors in Learning to Teach
Investigating the Community of Practice of World Language Educators on Twitter
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |