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The dark side of mentoring on pre-service language teachers' identity formation
ARTICLE

TATE Volume 55, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This research explores the identity construction of two pre-service language teachers through their interactions with school mentors and university supervisors during their teaching practicum. Informed by self-discrepancy theory and possible-selves theory, the findings demonstrate how negative mentoring dismantled the student teachers' ideal identities (e.g., “a communicative teacher” and “an active learner”) and created different ought (e.g., “a follower”) and feared (e.g., “a controlling teacher”) identities, which impinged on their professional learning and growth. This study concludes with practical implications on how to promote the effectiveness of mentoring to facilitate pre-service teachers' learning to teach.

Citation

Yuan, E.R. (2016). The dark side of mentoring on pre-service language teachers' identity formation. Teaching and Teacher Education: An International Journal of Research and Studies, 55(1), 188-197. Elsevier Ltd. Retrieved December 6, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.01.012

Keywords