The Potential of EFL Preservice Teachers’ Online Mentoring Experiences and Perceptions
Eunjeong Park (Sunchon National University)
Abstract
In this phenomenological study, we explored Korean EFL preservice teachers’ experiences and perceptions of online mentoring, focusing on the collaborative nature of learning. We collected data from multiple sources (i.e., interviews, reflective reports, and artifacts) from 23 Korean preservice teachers majoring in English language education and conducted interviews with six teachers. Using qualitative analysis, we identified several benefits (i.e., the construction of their teacher identity, the development of teaching-related skills, the fulfillment of EFL learner needs, and a social impact) and challenges of online mentoring. We conclude that our findings could provide EFL teacher educators and researchers with valuable insights into e-service learning as part of teacher education.
Research Paper (Video; 25 minutes)
Teacher Education / Professional Development
General Interest
About the Presenter
Eunjeong Park is an associate professor in the Department of English Language Education in the College of Education at Sunchon National University. Her research interests include language learning and teaching in teacher education and the interdisciplinarity of research in education.
