A Study of Experiences of Novice English Teachers in a Mentoring Program

Newly qualified teachers are known to have difficulties in the transition from students at teacher training institutes to teachers at schools. Mentoring has gained ground in language teacher education as a way of supporting novice teachers in the transition. This study examines the impact that a mentoring program had on primary novice English teachers. 8 beginning teachers and 4 experienced teachers participated in a 3-month formal mentoring program organized by a local office of education and an educational research institute. The mentoring program included orientation, online class observation and feedback at regular meetings, and evaluation. The mentee teachers were engaged in the self-appraisal of their own teaching through mentoring. The analysis of the interviews with the participants shows that the mentees experienced professional and personal support from the mentoring. It also reveals that the mentors experienced professional development through mentoring the novice teachers. The research findings suggest that the mentors need training for successful mentoring. It is also suggested that a school-based mentoring program provide beginning teachers with aid on hand. The study concludes by offering some implications for implementing effective mentoring at schools, and suggestions for further research on mentoring.