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7 February 2014 Mentoring: key factor for teacher development in Iranian EFL setting Khalil Motallebzadeh Islamic Azad University (IAU), Iran 45th Annual.

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Presentation on theme: "7 February 2014 Mentoring: key factor for teacher development in Iranian EFL setting Khalil Motallebzadeh Islamic Azad University (IAU), Iran 45th Annual."— Presentation transcript:

1 7 February 2014 Mentoring: key factor for teacher development in Iranian EFL setting Khalil Motallebzadeh Islamic Azad University (IAU), Iran 45th Annual International IATEFL Conference and Exhibition 15 th -19 th April 2011, Brighton, UK

2 7 February 2014 Outline My personal story Focus of the study Mentoring and more Study method Results Conclusions

3 My story as a novice EFL teacher

4 What about your stories?

5 7 February 2014 Focus of the Study Mentoring as a professional development strategy has not been paid much attention in Iranian EFL context. Research Questions: What are the effects of mentoring/induction support program on beginning English teachers? What are the effects of mentoring/induction support on beginning English teachers retention in the profession?

6 7 February 2014 Mentoring & more Origin of the term Mentor Homers epic poem, The Odyssey Original Mentor: the goddess Athena and man caring and guiding Telemachus helping Telemachus to grow and learn, throughout the Odyssey a transitional aide to manhood

7 7 February 2014 What is mentoring? Mentoring is a process in which a more skilled or more experienced person, the mentor, nurtures someone less skilled or experienced, the mentee, (Johnson, 2002). Mentoring is a relational experience in which one person empowers another by sharing resources (Stanley & Clinton, 1992).

8 7 February 2014 Most first-year teachers often lose their enthusiasm, ambition, and idealism and start getting lost in the flurry of a challenging beginning. Providing some kind of support to novice teachers seems essential to retain them within the profession and to develop them as potential professionals (Saban, 2002). Why Mentoring?

9 7 February 2014 Some benefits of mentoring: Providing opportunities to learn and grow (Forbes, 2004) Providing opportunities for personal and professional development (Miller, 2002) enhancing self-confidence and job satisfaction (Douglas, 2007) development of a support system resulting in increased levels of genuine, and freely given, trust and respect (AFSPC, 2000)

10 7 February 2014 Types of Mentoring Classic Mentoring Developmental Mentoring Receive assistance/ sponsorship Partnership based on trust, ongoing support, common purpose, & mutual learning Classic Mentoring Receive assistance/ sponsorship

11 7 February 2014 Successful Mentoring? While induction has shown to increase teacher retention, effective induction support and development programs as mentoring are rare, (Levine, 2006). In case mentoring practices are properly implemented, mentees feelings of satisfaction, trust, appreciation and acceptance in the mentoring programs will increase (Ismail et al., 2010).

12 Qualified Mentor! A qualified mentor is generally a person who possesses certain qualities or is in a position of authority, and who kindly watches over a younger individual so that he may benefit from the mentors support and advice (St-Jean & Mathieu, 2011).

13 Successful Mentor characteristics Jonson (2002): Good listener Knowledgeable People oriented Good motivator Patient Nonjudgmental Empathetic Sensitive to mentees needs Effective & successful teacher (role model)

14 7 February 2014 Method Participants EFL teachers N=10 Iranian first year English teachers Completed a 4-year program in TEFL Aged Exp. G. (Mentees) N=5 (F=4, M=1) Cont. G. (Non-mentees) N=5 (F=3, M=2)

15 7 February 2014 Method Participants Mentors N=5 (F 2, M 3) years of experience in TEFL Aged 40-53

16 7 February 2014 Method Instruments Classroom Observation Form (COF)COF Instructional method, lesson planning, use of language tasks, classroom management, types of interaction, assessing learners progress, use of props and audio-visual materials, self-confidence and emotional stability Three times per sem. Adapted from Barrett (2003) Interviews Before and after sessions (once a week) (5-15 mins) Final interviews (30 mins) Adapted from Johnson & Birkeland (2003) Self-report Survey significance of induction program

17 7 February 2014 Method cont. Place Hafez Language School, Mashhad-Iran Length Two consecutive semesters 1 st sem. (September 2009 – December 2009) 2 nd sem. (January 2010 – March 2010)

18 7 February 2014 Method cont. Procedure Assigning a school mentor for each mentee Mentees received induction support from Mentors (personal meetings and classroom observations) In-service program (1 workshop & 2 supervisor- directed meeting) Non-mentees received induction support from initial training (one-week orientation & TTC program) In-service program (as above)

19 7 February 2014 Result Quantitative Analysis Employing independent t-tests (COF): No significant differences between 2 groups at the beginning and during the 1 st sem. Mentees group significantly outperformed non- mentees group at the end and during 2 nd sem. on lesson planning, use of language tasks, types of interaction, use of props and audio-visual materials, self-confidence and emotional stability

20 7 February 2014 Results Quantitative Analysis Employing independent t-tests (self-report Survey): Mentees group significantly scored higher than non-mentees group on Feeling more confident as effective teacher 83% Agreeing on more reflective role in classroom78% Feeling more confident to plan effectively 77%

21 7 February 2014 Results Qualitative Analysis Interviews Mentees feeling more confident being more reflective giving more feedback to learners being more supportive to learners developing more job satisfaction being more systematic in decision making feeling more comfortable in classroom management Developing a more positive atmosphere in classroom

22 7 February 2014 Results Qualitative Analysis Interviews Non-mentees developing a clear picture of instructional methodology learning to make better tests becoming more familiar with the school standards developing workable lesson plans feeling more comfortable in classroom management

23 7 February 2014 Views on Mentors: Opportunities & Challenges Negative Focusing on a different approach compared to induction program Offering a lot of advice Little acknowledgement of my personal strength Unrealistic expectations Often judgmental Very formal Too much reflection Positive Trustworthy Collaborative Empathetic Role model Good listener Approachable Understanding

24 7 February 2014 Conclusions Induction program (both in-service training and mentoring) foster development of teacher expertise. A mixed approach seems more effective than single induction program. Mentees should be given opportunity to choose their own mentors. Mentors also need ongoing mentor development programs. Mentees need orientation on how a mentor can develop their profession. Integrative (formal & informal) mentoring approach may enhance a more positive atmosphere. Dynamic mentoring can make the process more interactive and mutually encouraging.

25 Final Words! Coming together is a beginning, keeping together is progress, but working together is a success. Anonymous

26 7 February 2014 Thank You !


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