ERIC Number: EJ1450350
Record Type: Journal
Publication Date: 2024-Dec
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1056-7941
EISSN: EISSN-1949-3533
Practicing Intentional Mentorship: An Unfinished Journey of a Language Teacher Educator and Her (Future) Mentees
TESOL Journal, v15 n4 e873 2024
As a language teacher educator (LTE) at a Doctoral Universities - High Research Activity (R2) institution, this invitation to document how the first author (Gloria) has come to (re)construct and (re)negotiate her identity as an LTE is both timely and necessary, as the academic year 2024--2025 marks her 17th year at her institution. In this conceptual feature article, she begins this narrativized journey as one way to reflect on who she is and who she has become as an LTE, and she has invited four of her former mentees (Silvia, Marie, Shannon, and Sarah) who have become her co-authors and co-editors in various publication opportunities. Using poetic and narrativized writing, Gloria and her mentees share snapshots of their reflections and reflexivity in working together to understand and define intentional mentoring practices. The authors conclude with their own definitions of intentional mentoring practice and invite the journal audience to collectively engage in our unfinished journey.
Descriptors: Language Teachers, Teacher Educators, Research Universities, Mentors, Professional Identity, Personal Narratives, Teacher Student Relationship
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A