Facilitating the Transitioning of an EFL Teacher from Teaching Older Learners to Teaching Younger Children through Mentoring

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  • Author(s): Kirkgöz, Yasemin (ORCID Kirkgöz, Yasemin (ORCID 0000-0001-5838-6637)
  • Language:
    English
  • Source:
    Journal on Efficiency and Responsibility in Education and Science. 2023 16(1):55-64.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Czech University of Life Sciences Prague. Czech University of Life Sciences Prague, Kamýcká 129, Prague 6 - Suchdol 165 00, Czech Republic. e-mail: [email protected]; Web site: https://www.eriesjournal.com/index.php/eries
    • Peer Reviewed:
      Y
    • Source:
      10
    • Education Level:
      Elementary Education
      Early Childhood Education
      Grade 2
      Primary Education
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Foreign Countries; English (Second Language); Second Language Instruction; Language Teachers; Mentors; Elementary Education; Grade 2; Self Efficacy; Program Effectiveness; Teacher Competencies; Socialization; Elementary School Students; Teacher Researchers; Action Research; Faculty Development; College School Cooperation; Teacher Collaboration; Elementary School Teachers
    • Subject Terms:
      Turkey
    • ISSN:
      2336-2375
      1803-1617
    • Abstract:
      This paper reports the professional journey of an English as a foreign language (EFL) teacher from teaching older learners to teaching younger children at a primary school, and the impact of mentoring on the teacher in facilitating the transitioning process. The participant is a Turkish native-speaker male English teacher with 23 years of teaching experience. He participated in the mentoring programme, which was organized as a collaborative action research teacher development project, and implemented by the author of the present study. During this process, the participant completed three cycles of action research. For each cycle, he identified a problem and/or any aspect of teaching he wished to improve, designed an action plan, applied it in his Grade 2 English classes, reflected upon his action, and documented his action research. He was also interviewed to gain additional insight into his experiences. Qualitative inductive analysis was used to analyse the interviews and reflective writings. The findings suggest that the mentoring process led to an increase in the teacher's self-efficacy in young learner pedagogy and teaching performance, helped him socialize into the community of young learner teachers, and gain teacher-researcher identity, which is perceived to smooth his transition into teaching a younger age.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1390651