This chapter reports on a comprehensive research study whose aims were to investigate how a peer-mentoring model might influence pre-service EFL teachers’ perceptions of the amount of support they receive from their peers. The study sheds light on the use of peer mentoring as a model for supporting beginning teachers and its effectiveness in a specific Asian context.
CITATION STYLE
Nguyen, H. T. M. (2017). Peer Mentoring: A Source of Support for Pre-service EFL Teachers. In English Language Education (pp. 143–174). Springer Science and Business Media B.V. https://doi.org/10.1007/978-3-319-44151-1_7
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