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How do International Trainee Teachers and Mentors Respond to Cross-cultural Mentoring Relationships?

Schafer, Isabelle (2014) How do International Trainee Teachers and Mentors Respond to Cross-cultural Mentoring Relationships? Worcester Journal of Learning and Teaching (9). ISSN 2024-8032

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Abstract

Forty-one percent of the trainee teachers who trained to teach modern foreign languages (MFL) at the University of Worcester between September 2008 and June 2011 were international trainee teachers who spoke English as an additional language. International trainee teachers and home trainee teachers do not usually share the same mother tongue or the same culture. A small-scale research project was conducted using both qualitative and quantitative methods to consider international trainee teacher and mentor attitudes to cross-cultural mentoring relationships. The study found that it was critically important to facilitate communication between mentor and trainee teachers in order to support the development of cross-cultural mentoring relationships, to help avoid misunderstandings and to enable trainee teachers to meet their potential.

Item Type: Article
Additional Information:

Worcester Journal of Learning and Teaching (WJLT) is an open-access, peer-reviewed journal published by the University of Worcester to disseminate academic articles, project reports and personal perspectives about Learning and Teaching written by staff associated with the University and its partners.

Uncontrolled Keywords: mentor, mentoring, international trainee teachers, cross-cultural, modern foreign languages, learning, teaching, Worcester Journal of Learning and Teaching
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Divisions: Academic Departments > Institute of Education
Related URLs:
Depositing User: Isabelle Schafer
Date Deposited: 18 Dec 2014 15:52
Last Modified: 31 Jul 2017 12:00
URI: https://eprints.worc.ac.uk/id/eprint/3497

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