Aim: To what extent does mentoring of shortly-experienced teachers affect their efficacy in teaching writing?
Method: action research
Interview 1 (questions for teachers)
What are the problems in teaching and lesson planning do you experience?
What are your strong and weak sides?
What would you like to improve in your practice?
What is the most comfortable way to work in your opinion?
How would you describe your personal style?
What do you do to constantly challenge your underlying beliefs and assumptions?
What would you consider as important characteristics of the mentors or necessary elements of an effective mentoring relationship?
Interview 2
What impacts of mentoring did you feel they gained through participation in the mentoring?
What were your reactions, feelings, thoughts, and/or responses to the mentoring? Did you perceive your mentoring experience favorably?
How do you plan to apply or continue applying what they have learned?
Will you continue implementing the strategies with your students in future years?
Data collection methods: interviews, observations, complaining, literature review, interview.
method
who
what
Interview of teachers of English (experience from 3 to 6 years) to find out problems in teaching, qualitative.
Mrs. A
Ms.L
Ms. S
Ms. As
Ms.T
Writing is an issue, grammar, spelling among ss, struggle with how to improve it, lesson planning, sequencing the lesson stages, aims and methods in general.
observation
Of grade 8 (two lessons)
In class in LS – 3-4 lessons.
Planning together
Sequencing much better, aims and methods match better, C ss more attention needed, a lesson is overwhelmed with activities. Low attention to reflection and review.
Interview
Mrs. A
Ms.L
Ms. S
Ms. As
Ms.T
LS results, skills they developed, areas they still struggle on,
