An investigation into how preservice EFL teachers perceive their mentors' pedagogical knowledge

Abstract

This study aimed to explore pre-service EFL teachers’ perceptions and expectations of their mentors’ pedagogical knowledge in light of the five-factor mentoring model. Data was collected in two phases during pre-service teacher field studies. The participants were 10 purposively selected pre-service EFL teachers and 5 cooperating teachers, and 107 pre-service teachers were purposively selected from one Teacher Education College. The five mentors also participated in a semi-structured interview. A questionnaire was administered to 107 pre-service teachers. The data gathered was analyzed based on descriptive statistics using SPSS version 16. The finding revealed that effective mentoring practices arm mentees with pedagogical knowledge that enhances their professional expertise. Besides, mentors who demonstrate well-organized pedagogical knowledge give mentees access to a lot of benefits. Nevertheless, some mentees felt uncertain regarding their mentor's pedagogical knowledge. This study proposed implications for pre-service EFL teachers mentoring programs and forwarded recommendations for improving the professional development of mentors' mentoring programs.

Keywords: Mentors; pedagogical knowledge; perception; pre-service teachers