Novice EFL Teacher Perceptions on their Past Mentoring Experience

Abstract

This qualitative case study examines the perceptions of three novice EFL teachers regarding their past mentoring experiences in school settings. Semi-structured interviews were conducted to elicit their overall  views as well as obtain insight to specific aspects of this process according to the Five Factor Model on Mentoring (Hudson, 2007). Findings indicate that the personal attributes of mentors were perceived as being most relevant. However, based on the perception of the teachers, aspects such as school requirements and feedback are not widely considered by their mentors despite the fact that these elements impact the mentoring process. It is expected that by analyzing teacher perceptions, more knowledge will be gained about future EFL student teacher preparation so that programs will be able to better address the specific needs of mentees during their practicum period.