Exploring EFL Pre-Service Teachers' Mentoring Process and The Challenges in Their Practicum
Abstract
This study examined pre-service teachers’ mentoring processes and challenges. The interview protocol was used to collect qualitative data. Five pre-service teachers were investigated. Pre-service teachers experienced different mentoring processes. The five pre-service teachers’ mentoring frequency, content, support, and feedback varied. Most pre-service teachers were mentored on a regular basis. Mentoring usually occurs before and after the teaching practice. The content of mentoring covers the pedagogy, teaching materials, and limited technology for teaching. They faced five issues: lack of feedback, mentee exploitation, having compelled to emulate the mentor’s style, no guidance, and lack of time for mentoring. The findings indicate the need for a mentoring course or mentoring manual for mentor teachers to provide quality mentoring.
Keywords: EFL pre-service teachers, mentoring practice, mentoring challenges
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