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AuthorChaaban, Youmen
AuthorWang, Li
AuthorDu, Xiangyun
Available date2023-02-19T06:17:42Z
Publication Date2021-01-01
Publication NameMentoring and Tutoring: Partnership in Learning
Identifierhttp://dx.doi.org/10.1080/13611267.2021.1899589
CitationYoumen Chaaban, Li Wang & Xiangyun Du (2021) Mentoring approaches and opportunities for learning to teach: a comparative study of the practicum experience in Lebanon and China, Mentoring & Tutoring: Partnership in Learning, 29:1, 136-161, DOI: 10.1080/13611267.2021.1899589
ISSN13611267
URIhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85103599355&origin=inward
URIhttp://hdl.handle.net/10576/40117
AbstractWe 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.
SponsorOpen Access funding provided by the Qatar National Library.
Languageen
PublisherTaylor and Francis Group
Subjectcomparative study
Lebanon; China
mentoring approaches
student teachers
TitleMentoring approaches and opportunities for learning to teach: a comparative study of the practicum experience in Lebanon and China
TypeArticle
Pagination136-161
Issue Number1
Volume Number29
ESSN1469-9745
dc.accessType Abstract Only


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