Effects of the Peer Mentoring Process in the Development of a Teaching Portfolio

Abstract

This study aimed at examining the awareness of mentor teachers, before and after supervisory experiences of their men-tees' teaching portfolios. In the context of the supporting teachers' reflection on their teaching, two trials were conducted. The trials showed the following three points: (1) mentor teachers could understand the mentees' actual expertise based on mentees' educational philosophy by carefully reviewing the mentees' teaching portfolios; (2) novice mentors could determine various career paths as a Japanese language teacher and focus on their own career decisions by reviewing their mentees' personal history; and (3) men-tees could plan research and projects effectively for their educational improvement by defining short-and long-term objectives.