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ERIC Number: EJ1061367
Record Type: Journal
Publication Date: 2015-Apr
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0951-0893
Toward Facilitative Mentoring and Catalytic Interventions
Smith, Melissa K.; Lewis, Marilyn
ELT Journal, v69 n2 p140-150 Apr 2015
In TESOL teacher mentoring, giving advice can be conceptualized as a continuum, ranging from directive to facilitative feedback. The goal, over time, is to lead toward the facilitative end of the continuum and specifically to catalytic interventions that encourage self-reflection and autonomous learning. This study begins by examining research on the mentor's advice-giving role. Next, the experiences of seven mentors participating in a mentor training programme illustrate how mentors view and fulfil their role. Data from the seven mentors' coursework is examined to identify the approaches and techniques that emerge during this process as they attempt to move toward catalytic interventions.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A