In pre-service teacher education in general, and EFL teacher education in particular, the school-based practicum experience is one of the most critical components for preparing future teachers. However, it has been reported that pre-service teachers lack adequate support during the practicum. The use of peers could provide a source of support and co-learning, but this appears to be uncommon in such programs. Most commonly, pre-service teachers develop their professional practices through their mentoring relationships with their school-based mentors in their practicum, but it might also be useful for pre-service teachers to support and learn from one another through a peer mentoring process.
Peer mentoring can be referred to as a supportive process, which is based on an equal or nearly equal peer based relationship in which individuals of similar age and/or experience come together, either formally or through informal mentoring schemes, in pursuit of fulfilling some combination of functions that are both career-related and psychosocial (Kram & Isabella, 1985). This study investigated the impact of a formal peer mentoring intervention on preservice EFL teachers' perceptions of the support received from their peers. A mixed methods design was used to determine if there were significant differences in the perceptions of the amount of support recieved among the pre-service EFL teachers with (a) no assigned peer mentor and (b) an assigned peer. Data was collected from survey questionnaire, reflective journal, and focus group interview.
The study suggests the need to integrate formal peer mentoring into pre-service EFL teachers' practicum as it showed that peer mentoring is an affordable and effective way to support pre-service teachers with difficulties faced during their practicum. The study also indicates some critical factors that contribute to the effective implementation of peer mentoring.The findings from this study have implications for a variety of educational groups interested in finding ways to provide support for pre-service teachers in genernal and preservice EFL teachers in particular.
References
Kram, K. E., & Isabella, L. A. (1985). Mentoring alternatives: The role of peer relationships in career development. The Academy of Management Journal, 28(1), 110-132.