Exploring EFL Pre-Service Teachers' Mentoring Process and The Challenges in Their Practicum
This study examined pre-service teachers’ mentoring processes and challenges. The interview protocol was used to collect qualitative data. Five pre-service teachers were investigated. Pre-service teachers experienced different mentoring processes. The five pre-service teachers’ mentoring frequency, content, support, and feedback varied. Most pre-service teachers were mentored on a regular basis. Mentoring usually occurs before and after the teaching practice. The content of mentoring covers the pedagogy, teaching materials, and limited technology for teaching. They faced five issues: lack of feedback, mentee exploitation, having compelled to emulate the mentor’s style, no guidance, and lack of time for mentoring. The findings indicate the need for a mentoring course or mentoring manual for mentor teachers to provide quality mentoring.
Keywords: EFL pre-service teachers, mentoring practice, mentoring challenges
 Albakri IS, Abdullah MH, Jusoh AJ. Lessons from experience: ESL student teachers’ reflection during practicum through reflective journals. Studies in English Language and Education. 2017;4(2):226–34.
 Ambrosetti A. Are you ready to be a mentor? Preparing teachers for mentoring pre-service teachers. Aust J Teach Educ. 2014;39(6): https://doi.org/10.14221/ajte.2014v39n6.2.
 Barry K, King L. Beginning teaching and beyond (3rd ed.). Tuggerah: Social Science Press; 2002
 Bonavidi R. Pre-service teacher education for English as an additional language in Indonesia: Work integrated learning perspectives (Unpublished doctoral dissertation, University of South Australia, Adelaide).
 Cheng MM, Cheng AY, Tang SY. Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong. J Educ Teach. 2010;36(1):91–104.
 Ellis NJ, Alonzo D, Nguyen HT. Elements of a quality pre-service teacher mentor: A literature review. Teach Teach Educ. 2020;92:103072.
 Hudson P. Mentoring as professional development: “Growth for both” mentor and mentee. Prof Dev Educ. 2013;39(5):771–83.
 Hudson P, Hudson S. Mentoring preservice teachers: identifying tensions and possible resolutions. Teach Dev. 2018;22(1):16–30.
 Iqbal MN, Nuraeni. Mentoring process of pre-service teachers during teaching practice. Engl J. 2017;20(2):30–9.
 Kiggundu EM, Nayimuli ST. Teaching practice: A make or break phase for student teachers. S Afr J Educ. 2009;29(3):345–58.
 Leshem S. The many faces of mentor-mentee relationships in a pre-service teacher education programme. Creat Educ. 2012;3(4):413–21.
 Mutlu G. Challenges in practicum: pre-service and cooperating teachers’ voices. J Educ Pract. 2014;5(36): Available from: https://www.iiste.org/Journals/index.php/JEP/article/view/17465
 Nikolopoulou K. What is convenience sampling? | Definition & Examples. Scribbr. 2022. Available from https://www.scribbr.com/methodology/convenience-sampling/
 Qazi W, Rawat KJ, Thomas M. The role of practicum in enhancing student teachers’ teaching skills. American Journal of Scientific Research. 2012;44(12):44–57. Available from: https://www.researchgate.net/publication/ 324720990_The_Role_of_Practicum_in_Enhancing_Student_Teachers’_Teaching_Skills
 Rozelle J, Wilson S. Opening the black box of field experiences: how cooperating teachers’ beliefs and practices shape student teachers’ beliefs and practices. Teach Teach Educ. 2012;28(8):1196–205.
 Sathappan R, Gurusamy P. The practise and challenges of practicum implementation program at a Malaysian Teacher Education Institute. Journal of Social Science Research. 2019;14:3234–43.
 Smith TM, Ingersoll RM. What are the effects of induction and mentoring on beginning teacher turnover? Am Educ Res J. 2004;41(3):681–714. Available from: https://repository.upenn.edu/cgi/viewcontent.cgi?article=1135&context=gse_pubs
 Sobri AY. Panduan pelaksanaan asistensi mengajar di satuan pendidikan Universitas Negeri Malang. Malang: Universitas Negeri Malang; 2021.
 Tavakoli H. A dictionary of research methodology and statistics in applied linguistics. Tehran: Rahnama Press; 2012.
 Trent J. From learner to teacher: Practice, language, and identity in a teaching practicum. Asia Pac J Teach Educ. 2013;41(4):426–40.
 West A. A framework for conceptualizing models of mentoring in educational settings. International Journal of Leadership and Change. 2016;4(1): Available from: http://digitalcommons.wku.edu/ijlc/vol4/iss1/11
 Yunus MM, Hashim H, Ishak NM, Mahamod Z. Understanding TESL pre-service teachers’ teaching experiences and challenges via post-practicum reflection forms. Procedia Soc Behav Sci. 2010;9:722–8.