The Role of Mentoring and Reflection in Shaping Preservice EFL Teachers’ Pedagogical Content Knowledge

کد مقاله : 1033-ELTCONF7. (R1)

نویسندگان

Parviz Ahmadi * دانشگاه فرهنگیان

چکیده مقاله

This qualitative study examined how mentoring and reflection contribute to the development of preservice EFL teachers’ pedagogical content knowledge (PCK) in a public teacher training university in Iran. Grounded in the interpretive paradigm, the research sought to understand the lived experiences of eight preservice teachers in their final year of undergraduate study. Data were collected through semi-structured interviews, reflective journals, and classroom observations. Using Strauss and Corbin’s coding procedures, the data were analyzed through open, axial, and selective coding stages. Five major themes emerged: the integration of theory and practice, reflective transformation of teaching beliefs, the influence of mentorship on professional identity, challenges in teacher education programs, and the role of peer collaboration and communities of practice. The findings revealed that mentoring and reflection played crucial roles in helping preservice teachers connect pedagogical theory with classroom practice, develop context-sensitive teaching strategies, and build confidence in their instructional decisions. However, the study also identified limitations in the existing teacher education structure, including a lack of sustained mentoring and peer-reflective opportunities. The research concludes that fostering structured mentorship, reflective engagement, and collaborative professional communities can significantly enhance the development of preservice EFL teachers’ PCK and bridge the persistent gap between theory and practice in the Iranian teacher education context.

کلیدواژه ها

teacher learning, reflective practice, professional growth, mentorship, collaborative engagement, teacher education reform

وضعیت: پذیرفته شده برای ارائه شفاهی