Acknowledgements.- Preface.- 1. The EFL Context in Vietnam and East Asia.- 2. Theories of Mentoring.- 3. TESOL Practicum Mentoring for Pre-service Teachers: The Vision Versus the Reality.- 4. The Design of Mentoring Programs.- 5. Group Mentoring: Facilitating Teacher Reflection.- 6. Peer Mentoring for Pre-service Teachers: Developing Professional Practice.- 7. Peer Mentoring: A Source of Support for Pre-service EFL Teachers.- 8. Peer Mentoring with Beginning EFL Teachers.- 9. Issues of Implementation of Peer Mentoring for Pre-service/Inservice teachers.- 10. Whether Mentoring in Teacher Education: Final Thoughts
A stimulating and thorough examination of mentoring and peer mentoring, integrating theory and practice, applied to language teacher education in an Asian context
Examines theoretical and practical issues related to mentoring/peer mentoring as a support and development strategy for pre-service and in-service language teachers
A practical and empirical introduction to mentoring and peer mentoring as an approach to teachers’ professional development for researchers and teacher trainers
“Recent research in language teacher education is highlighting the vital importance of supporting language teacher professional development at the local level and within the context of teachers’ own work. In this volume Dr Hoa Nguyen makes an invaluable contribution to this debate by examining in exemplary detail the processes of mentoring and peer mentoring. Not only are the recommendations and techniques outlined in the book soundly grounded in empirical research, but they also shed light on how mentoring can be conducted successfully in EFL contexts, and in the Asian context specifically. Teacher educators and teachers will gain enormously from reading this book, as will researchers of language teacher education.” (Anne Burns, Professor of TESOL, University of New South Wales, Australia)
“In teacher education, mentoring is a crucial professional activity that aims to enhance teaching practices. Mentors wanting to support early-career teachers need to be aware of various mentoring models and ways in which they can draw on empirical evidence to advance their own mentoring practices. Mentoring must have a context. Teaching English as a foreign language (EFL) requires particular knowledge and skills for which an experienced mentor can articulate and model professional experiences to assist an early-career teacher’s development. It is important for a mentor to critically analyse methods and approaches of mentoring. Material within this book presents ways to critically analyse current ideas on mentoring that may translate into supporting the teaching profession.” (Peter Hudson, Associate Professor, School of Curriculum, Queensland University of Technology, Australia )
“Dr. Hoa Nguyen’s book covers an area of essential importance to professional development – mentoring. The old cliché – teacher’s teach how they were taught – rings true. And given the importance of models and mimicking for social and professional learning, this volume adds valuable knowledge on how theory and practice related to mentoring intersect. Dr. Nguyen’s volume highlights the benefits of mentoring for novice teachers in an engaging way. Importantly, her focus on the needs of novice teachers in Vietnam aligns with the heightened trend of foreign language (mainly English) education in Asia. Readers will gain valuable insights from Dr. Nguyen’s assiduous research.” (Tim Stewart, Associate Professor of TESOL , Kyoto University, Japan)
