Using Electronic-Collaborative Mentoring in Higher Education- Bettering ELT Student Teaching Practice Processes

Autor/in	Aksoy, Erdem
Titel	Using Electronic-Collaborative Mentoring in Higher Education- Bettering ELT Student Teaching Practice Processes
Quelle	In: Journal on English Language Teaching, 12 (2022) 3, S.61-75 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Mentors; Computer Assisted Instruction; Lesson Plans; Feedback (Response); Oral Language; Written Language; English (Second Language); Second Language Learning; Second Language Instruction; Student Teachers; Language Teachers; Microteaching; Intercultural Communication; Scores; Computer Mediated Communication; Cooperating Teachers; Teacher Education Programs; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Lesson planning; Unterrichtsplanung; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Language teacher; Sprachunterricht; Interkulturelle Kommunikation; Computerkonferenz; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Ausland; Türkei
Abstract	This study aims to improve English Language Teaching (ELT) student teachers' teaching practice process with comprehensive and diverse feedback from four different mentors (two national and two international) and to help them better prepare lesson plans and micro-teaching considering intercultural perspectives. Non-parametric tests were used to analyze quantitative data gathered from the scores of five lesson plans and micro-teachings. Qualitative data were obtained from the written feedback to lesson plans, oral feedback to micro teachings and interviews, and analyzed by content analysis. Results showed that mentees' lesson plan and micro teaching scores increased significantly over the semester and this was especially notable in mentees' first three lesson plans and micro teaching. All participants favoured the study activities and suggested that e-co mentoring should be implemented together with face-to-face mentoring in some periods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01