Models of Mentoring in Language Teacher Education
Nonfiction, Reference & Language, Education & Teaching, Teaching, Language Experience Approach, Language Arts
| Author: | Hoa Thi Mai Nguyen | ISBN: | 9783319441511 |
| Publisher: | Springer International Publishing | Publication: | October 17, 2016 |
| Imprint: | Springer | Language: | English |
| Author: | Hoa Thi Mai Nguyen |
| ISBN: | 9783319441511 |
| Publisher: | Springer International Publishing |
| Publication: | October 17, 2016 |
| Imprint: | Springer |
| Language: | English |
This volume examines the theoretical and practical issues related to mentoring/peer mentoring as a support and development strategy for both pre-service and in-service language teachers, and thereby offers a practical and empirical introduction to the field.
A stimulating and thorough examination of mentoring and peer mentoring, integrating theory and practice as applied in language teacher education in an Asian specific context. The author discusses findings from a variety of qualitative and quantitative research studies in the light of previous research and in the context of teacher learning theories.
Teachers, teacher educators, teacher trainers, supervisory coordinators and administrators will find practical advice, while the volume will be a valuable source of research information for researchers in teacher education and EFL teacher education, in particular for those who wish to employ mentoring or peer mentoring as an approach to teachers’ professional development.
This volume examines the theoretical and practical issues related to mentoring/peer mentoring as a support and development strategy for both pre-service and in-service language teachers, and thereby offers a practical and empirical introduction to the field.
A stimulating and thorough examination of mentoring and peer mentoring, integrating theory and practice as applied in language teacher education in an Asian specific context. The author discusses findings from a variety of qualitative and quantitative research studies in the light of previous research and in the context of teacher learning theories.
Teachers, teacher educators, teacher trainers, supervisory coordinators and administrators will find practical advice, while the volume will be a valuable source of research information for researchers in teacher education and EFL teacher education, in particular for those who wish to employ mentoring or peer mentoring as an approach to teachers’ professional development.
