An investigation into EFL mentors’ preferred mentoring approaches through feedback practices

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PurposeThis case study provides an account of eight mentor teachers’ mentoring approaches based on their reported feedback practices.Design/methodology/approachIn an interpretative phenomenological design, the data were obtained through in-depth individual interviews with mentor teachers in different practicum schools in Istanbul, Türkiye. The study draws upon the mentoring approaches in the literature (Orland-Barak and Wang, 2020), and the mentor teachers’ reports on their feedback behaviors were analyzed accordingly.FindingsDuring the interviews, the mentors’ emphasis on issues such as the use of positive language, encouraging reflection and the evaluative nature of feedback indicated that their feedback behaviors were mainly influenced by personal growth and situated learning mentoring approaches.Practical implicationsThe results suggest that mentors’ awareness on mentoring approaches and how to give feedback should be enhanced. It also suggests that teacher education programs should pay more attention to providing accurate information about mentoring approaches. A more accurately structured evaluation process should be ensured, and mentors should be instructed on how to give constructive feedback through training.Originality/valueThis study contributes to the existing literature by offering a nuanced exploration of mentoring approaches in relation to teachers’ feedback practices.