This chapter introduces the use of an integrated mode of mentoring (group mentoring) for pre-service teachers during the practicum as an approach to facilitating teacher reflection. The chapter reports findings from a qualitative study which explored how this model of mentoring fostered pre-service teachers’ reflection. It describes in detail the implementation of this model and its effectiveness in developing pre-service teachers’ reflective skills using data from interviews and recordings of mentoring conversations.
CITATION STYLE
Nguyen, H. T. M. (2017). Group Mentoring: Facilitating Teacher Reflection. In English Language Education (pp. 83–102). Springer Science and Business Media B.V. https://doi.org/10.1007/978-3-319-44151-1_5
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