- Title
- Investigating mentoring interactions during EFL teaching practicum in Indonesia: a socio-cultural perspective
- Creator
- Asrida, Deni
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2024
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- Mentoring, an imperative strategy for preparing, facilitating, and powering professional growth for pre-service teachers, plays an increasingly prominent role in supporting the initial teacher education preparation. Effective mentoring training programs for beginning teachers can be beneficial for a successful practicum and ensuring the quality of teaching. Over the years, most research on mentorship during student teaching practicum, conducted in Western cultural contexts, have placed focus on general education (Aderibigbe et al., 2022; Ellis et al., 2020; Mackh, 2020; O’Neill & Stephenson, 2012). However, limited studies have been initiated to explore mentorship in the field of English language teaching in the Indonesian educational context. Very few studies have been carried to investigate mentorship through the lens of Indonesian and Islamic cultural background. To bridge the research gap, this current study attempts to investigate Islamic influence and mentoring interactions between student-teachers and mentor-teachers during teaching practicums across secondary schools in West Sumatera province, Indonesia. This thesis explores the dynamics of mentorship within the context of English as a Foreign Language (EFL) teaching practicum in Indonesia, examining the experiences through a socio-cultural lens. The study investigates the complex interplay of cultural and social factors that shape the mentoring process and influence the development of pre- service teachers. Drawing on Johnson et al.’s (2015) theory on conditions supporting Early Career Teacher (ECT) Resilience, the research delves into the role of mentors in scaffolding the learning experiences of their EFL pre-service teachers, considering the cultural nuances that impact the mentoring relationship. The study employs a mixed-method research design, incorporating surveys, semi-structured interviews, classroom observations, and reflective analyses to capture the multifaceted nature of mentoring within the Indonesian EFL teaching context. The findings shed light on the socio-cultural factors that shape mentoring practices, including the influence of cultural values, communication styles, and power dynamics. Additionally, the research findings demonstrate how cultural contexts impact the transfer of pedagogical knowledge and the negotiation of teaching strategies between mentors and mentees. Therefore, this study contributes to expand the existing body of literature on EFL teacher education by offering insights into the socio-cultural intricacies of mentoring interactions in the Indonesian context. The research implications extend to call for the development of more context dependant and culturally responsive mentoring programs and strategies for enhancing the effectiveness of EFL teacher training initiatives. By understanding and acknowledging the socio-cultural dimensions of mentoring interactions, stakeholders are also provided with recommendations to increase their awareness of the cultivation of skilled and culturally sensitive EFL educators in the Indonesian educational landscape. Ultimately, this thesis significantly serves as a valuable resource for educators, policymakers, and researchers seeking to enhance the quality of EFL teacher education programs, particularly in culturally diverse settings like Indonesia.
- Subject
- mentoring; student teacher; mentor teacher; teaching practicum
- Identifier
- http://hdl.handle.net/1959.13/1512480
- Identifier
- uon:56621
- Rights
- Copyright 2024 Deni Asrida
- Language
- eng
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