In their book Othman and Senom provide a unique insight into the challenges faced by novice ESL teachers and demonstrate how mentoring can provide effective support for new teachers’ professional development. The content 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 context. 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 anywhere in mentoring novice ESL teachers. This book is valuable for researchers who are particularly interested to explore novice teachers’ identity development and experienced teachers to help guide novice teachers through socialization process in their schools.
'This book tells stories of teacher learning that all language professionals can benefit from. The experience of novice teachers in Malaysia reflect practice in many contexts, and teachers, mentors, teacher educators and research will gain fresh perspectives and novel insights from these account of mentored learning.' - Dr Richard Kiely, University of Southampton, UK
2. Understanding Novice Teachers
3. The Professional Development of the ESL Teachers
5. Case Studies
6. Enhancing Professional Knowledge through Mentoring
7. Professional Practice Development through Mentoring
8. Identity Formation through Mentoring
9. Revisiting the Novice ESL Teachers Mentoring Program
The Routledge Research in Teacher Education series presents the latest research on Teacher Education and also provides a forum to discuss the latest practices and challenges in the field.