Abstract

This chapter reports a case study which explores the experience of groups of Vietnamese EFL teachers toward their participation in a formal peer mentoring model over one semester. Through observations and interviews, this study offers insights into the participants’ experiences as well as the application of formal peer mentoring as a model of EFL teacher professional development. This study offers insights into the participants’ experiences with this model in Vietnam as well as how this model could be appropriately used as a model of teacher professional development in a particular Asian context.

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