The Future of Education

Edition 15

Accepted Abstracts

Professional Development Through Reverse Mentoring

Liliana Valle, University of cordoba (Colombia)

Danilza Lorduy, University of Cordoba (Colombia)

Abstract

Professional development is a nonstop process of continuous reflection on teachers’ doing as professionals of education, which implies meeting the challenges of work when is demanded. Colombian Primary Teachers are due to confront a big challenge as part of their work assignments;  Teaching English to their children without any or scarce knowledge of the language.  This reality has led these teachers to explore the possibility to learn from Pre-service teachers doing their teaching practicum at schools. During the teaching practicum of language teaching programs, a two-way relationship between In-service and  pre-service teachers takes place; not only the pre-service teacher gains knowledge and skills from the experienced teacher; but also the In-service teacher learns from the novice teacher, This process is called Reverse Mentoring, this intergenerational experiences are taking place at public primary institutions in Monteria, which  eventually will facilitate  In-service teachers professional growth and will motivate them to keep learning.

This presentation will share the results of a case study that aimed at exploring in what ways Reverse Mentoring influences In-service teachers’ beliefs about teaching speaking to children and how their teaching of Speaking improves as a result of the process of Reverse Mentoring.  Besides, identifying the self-reported reasons of the influences of Reverse Mentoring on their beliefs and classroom practices was part of this study.

 

This research was conducted in 2 elementary public schools in Monteria, Colombia with 4 In-service elementary teachers and 2 Pre-service teachers from the English Language Teaching program doing their first teaching practicum at these public institutions. The data collection procedures and instruments were questionnaires, class observations and stimulated recalls.

 

Results showed that reverse mentoring played an important role in transforming in-service teachers ´beliefs about difficulties of language learning, communicative strategies, motivation and expectations, foreign language aptitude and nature of language learning.  Moreover, improvements on some specifics of teaching  such as approach to teaching, planning lessons, use of L1 and promoting students ‘participation were also observed in current teachers ‘classroom practices.

 

Key words:  Pre-service/in-service teacher, reverse mentoring, beliefs

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