Professional Development through Mentoring: Novice ESL Teachers' Identity Formation and Professional Practice

Description

In their book, Othman and Senom provide a unique insight into the challenges faced by novice English as a Second Language (ESL) teachers and establish how mentoring can provide effective support for new teachers’ professional development. The book demonstrates the theoretical background for viewing mentoring as a process crucial to novice teachers’ development, particularly to the teachers’ ability to succeed and grow in a specific workplace environment. Using case studies from a Malaysian context, this book provides a comprehensive understanding of how mentoring can serve as a strategy to facilitate the transition of novice ESL teachers from a teacher education programme to life in real classrooms. Through its case studies, the book will examine both theoretical and practical issues for mentors, teacher educators, policymakers, and administrators when mentoring new ESL teachers. This book will be valuable to researchers who are particularly interested in exploring novice teachers’ identity development, and experienced teachers to help guide new teachers through the socialization process in their schools. Cover Half Title Series Page Title Page Copyright Page Contents Acknowledgements 1 Introduction 2 Understanding novice teachers 3 The professional development of ESL teachers 4 Mentoring 5 The case studies 6 Enhancing professional knowledge through mentoring 7 Professional practice development through mentoring 8 Professional identity formation through mentoring 9 Revisiting the novice ESL teachers’ mentoring programme References Index