From Observation of Teaching Practices to Mentoring and Teacher Development in a Multicultural Setting: A Case Study

Autor/inn/en	Parathyras, Vassilis; Zorbas, Vasilios
Titel	From Observation of Teaching Practices to Mentoring and Teacher Development in a Multicultural Setting: A Case Study
Quelle	In: Language Teaching Research Quarterly, 17 (2020), S.20-23 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2667-6753
Schlagwörter	Mentors; Faculty Development; Professionalism; Trust (Psychology); Cultural Pluralism; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Feedback (Response); Foreign Countries; Cultural Context; Error Correction; Reflection; Instructional Effectiveness; Case Studies; Language Teachers; Observation; Greece + Suchen Sie Ihr Suchwort? Professionalität; Kulturpluralismus; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Korrektur; Unterrichtserfolg; Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Beobachtung; Griechenland
Abstract	This article examines whether teacher mentoring can be achieved in the Greek EFL multicultural teaching context, within the private sector, mainly through observation and if this could contribute to the teacher (observee) or even mentor (observer) development. Observation explores everyday multicultural classroom situations and results in a trustworthy interaction between the observer and the teacher about how these could be handled. Mentoring is provided by means of feedback and discussion in an attempt to educate the teacher, offer corrective options and promote reflection. Ideally, development is produced either via the mentor's suggested alternatives or by the teacher's own introspection. The article concludes with findings that suggest the suitability of the direct observation form for observing teaching practices in a multicultural setting and the effectiveness of the face-to-face provision of feedback. Furthermore, evidence is provided regarding achievement of mentoring in the private sector, within a working environment of professionalism, respect and trust. Finally, it is shown that teacher development is an issue relying mainly on the personal approach, with innovation and change being its fundamental characteristics. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01