Abstract

In TESOL teacher mentoring, giving advice can be conceptualized as a continuum, ranging from directive to facilitative feedback. The goal, over time, is to lead toward the facilitative end of the continuum and specifically to catalytic interventions that encourage self-reflection and autonomous learning. This study begins by examining research on the mentor’s advice-giving role. Next, the experiences of seven mentors participating in a mentor training programme illustrate how mentors view and fulfil their role. Data from the seven mentors’ coursework is examined to identify the approaches and techniques that emerge during this process as they attempt to move toward catalytic interventions.

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