A 30-item survey was devised to determine Chinese TEFL (Teaching English as a Foreign Language) academics' potential for conducting research. A five-part Likert scale was used to gather data from 182 academics on four factors: (1) perceptions on teaching-research nexus, (2) personal perspectives for conducting research, (3) predispositions for…

Teachers need professional development to keep current with teaching practices, although costs for extensive professional development can be prohibitive across an education system. Mentoring provides one way for embedding cost-effective professional development. This mixed-method study includes surveying mentor teachers ("n" = 101) on a…

This study aims to benchmark Chinese TEFL academics' research productivities to identify and address research productivity issues. Using a literature-based survey, this study examined 182 Chinese TEFL academics' research output, perceptions about research, personal dispositions for conducting research and workplace context for conducting research…

Reviews have criticized universities for not embedding sufficient praxis for preparing preservice teachers for the profession. The Teacher Education Done Differently project explored praxis development for preservice teachers within existing university coursework. This mixed-method investigation involved an analysis of multiple case studies with…

Implementing an Australian National Curriculum will require targeting both teachers and preservice teachers. Classroom teachers in their roles as mentors are well situated for developing preservice teachers. This mixed-method study presents mentors' reports on their mentoring of primary preservice teachers (mentees) in mathematics (n=43) and…

Effective mentoring of EFL preservice teachers may advance EFL teaching practices. Five factors for mentoring have been identified, namely, personal attributes, system requirements, pedagogical knowledge, modeling, and feedback. An empirically based survey instrument focused on 106 Vietnamese preservice teachers' perceptions of their mentoring for…

Mentoring is too important to be left to chance (Ganser, 1996), yet mentoring expertise of teachers varies widely, which may present inequities for developing preservice teachers' practices. Five factors for mentoring have been identified herein: personal attributes, system requirements, pedagogical knowledge, modelling, and feedback, and items…

Malaysia is currently reforming its education system in line with the government's Vision 2020. Key areas such as science and mathematics education are high on the agenda. However, as considerable world knowledge is written in English, Malaysian preservice teachers are being educated to teach these areas using English as the Medium of Instruction…

Effective mentoring in English is considered paramount to a preservice teacher's development. What are mentors' views about developing effective English teaching practices in their mentees? This study used quantitative data (survey) and qualitative data (questionnaire) on 24 mentors' perceptions of mentoring second-year preservice teachers for…

Discusses the advantages of mentoring in primary science teaching. Presents four lessons taught by a preservice teacher mentee. Suggests that the dual purpose of developing a mentee's science teaching and enhancing a mentor's professional development as both a mentor and a teacher can provide the necessary vehicle for reforming primary science…