Abstract
We report a comparative qualitative study conducted in Lebanon and China on mentoring approaches, their compatibility with expectations, and their facilitation of learning opportunities. Data sources included interviews, journals, and essays from 20 student teachers (STs), and interviews from 10 cooperating teachers (CTs). Findings indicate a dominant laissez-faire approach in the Lebanese context with negative compatibility with STs’ expectations, and an apprenticeship approach in the Chinese context with positive compatibility with STs’ expectations. Learning opportunities varied dependent on compatibility with expectations and socio-cultural factors. A transformative approach to mentoring and system supports are recommended to maximize learning opportunities during the practicum.
Original language | English |
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Journal | Mentoring and Tutoring: Partnership in Learning |
Volume | 29 |
Issue number | 1 |
Pages (from-to) | 136-161 |
Number of pages | 26 |
ISSN | 1361-1267 |
DOIs | |
Publication status | Published - 2021 |
Externally published | Yes |
Bibliographical note
Funding Information:Open Access funding provided by the Qatar National Library.
Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
Keywords
- comparative study
- Lebanon; China
- mentoring approaches
- student teachers