Professional Development through Mentoring Novice ESL Teachers' Identity Formation and Professional Practice Routledge Research in Teacher Education Series
Auteurs : Othman Juliana, Senom Fatiha
In their book, Othman and Senom provide a unique insight into the challenges faced by novice English as a Second Language (ESL) teachers and establish how mentoring can provide effective support for new teachers? professional development. The book demonstrates the theoretical background for viewing mentoring as a process crucial to novice teachers? development, particularly to the teachers? ability to succeed and grow in a specific workplace environment. Using case studies from a Malaysian context, this book provides a comprehensive understanding of how mentoring can serve as a strategy to facilitate the transition of novice ESL teachers from a teacher education programme to life in real classrooms. Through its case studies, the book will examine both theoretical and practical issues for mentors, teacher educators, policymakers, and administrators when mentoring new ESL teachers. This book will be valuable to researchers who are particularly interested in exploring novice teachers? identity development, and experienced teachers to help guide new teachers through the socialization process in their schools.
Acknowledgements
1. Introduction
2. Understanding Novice Teachers
3. The Professional Development of ESL Teachers
4. Mentoring
5. The Case Studies
6. Enhancing Professional Knowledge through Mentoring
7. Professional Practice Development through Mentoring
8. Professional Identity Formation through Mentoring
9. Revisiting the Novice ESL Teachers' Mentoring Programme
References
Index
Juliana Othman, Ph.D. is an associate professor at the Faculty of Education, University of Malaya. She was previously Head of Department, Language and Literacy Education and a former deputy director at the Centre for Community and Industry Relations at the University of Malaya. She is also a Fulbright scholar (USA, 2006). She has published widely on the topic of second language teaching and learning, second language teacher education and professional development, school-based assessment and content-based instruction.
Fatiha Senom,Ph.D. is a senior lecturer at the Department of Language and Literacy Education, Faculty of Education, University of Malaya. She has published on the issues surrounding the professional development of novice and pre-service ESL teachers. Her research interests include second language teacher education and professional development, teaching English for young learners and qualitative research. She is also an editor for the journal Issues in Education.
Date de parution : 06-2021
13.8x21.6 cm
Date de parution : 08-2019
13.8x21.6 cm
Thèmes de Professional Development through Mentoring :
Mots-clés :
English Native Speaker Status; Professional Knowledge Construction; professional development; Initial Teacher Development; novice teachers; ESL Teacher; identity formation; ESL Teachers; Novice Teacher Induction; transition; Coping Survival Strategies; Malaysia; Novice Teacher Development; teacher training; Explore Teacher Knowledge; Newly qualified teachers; Assist Novice Teachers; Mentoring; Encourage Novice Teachers; mentoring programme; second language teacher education; Novice Science Teachers; teachers' professional development; ESL Pupil; English as a Second Language; Reflective Practice; SLTE Programme; Beginning Teachers; TESOL Community; Non-native English Teachers; Tpd Workshop; Tpd Session; Novice ESL; ESL Teacher Teaching; Novice Language Teachers; FELDA Settler