Book Review: Models Of Mentoring in Language Teacher Education
Lam Tuong Duy, Can Tho University
Book author: Hoa Thi Mai Nguyen
Mentoring is a cornerstone of teacher development, especially for beginning language teachers. Models of Mentoring in Language Teacher Education by Hoa Thi Mai Nguyen, published by Springer, provides a comprehensive exploration of various mentoring approaches, focusing on pre-service and in-service EFL teachers in Vietnam. Authored by a leading expert in teacher development, this book serves as a resource for educators, researchers, and policymakers aiming to foster professional growth in language teaching.
Structured into ten chapters, the book addresses challenges in EFL teaching in Vietnam and the need for reforms in teacher education. It presents mentoring frameworks, including group and peer mentoring, with a strong emphasis on reflective practices and peer collaboration, particularly during the practicum and early stages of a teaching career. The book also provides practical guidance on designing mentoring programmes, including mentor training, matching processes, and cultural considerations specific to Asian educational settings.
One of the book’s notable strengths is its focus on culturally responsive mentoring models. By situating research within the Vietnamese and broader Asian contexts, the author highlights the cultural nuances that shape mentoring relationships, such as hierarchical dynamics and collectivist values. These cultural considerations are important, as mentoring can help new teachers navigate school procedures and culture (Murray, 2013). The integration of empirical studies enriches the discussion, offering evidence-based insights into effective mentoring practices. These studies underscore the benefits of group and peer mentoring, which emphasise reflection and collaboration, aligning well with the developmental needs of beginning teachers. Kullman (1998) highlights that mentoring encourages reflective practice, while Hargreaves and Fullan (2012) stress the importance of collaborative learning for professional growth. The studies generally employ appropriate methods, such as document analysis and experimental designs, to address their research questions. However, many rely heavily on self-reported data, such as reflective journals and interviews, which may introduce bias and limit objectivity. Future research could improve validity by incorporating triangulation, combining self-reports with peer evaluations or observations.
Nevertheless, the book could benefit from a more detailed discussion on overcoming common barriers to mentoring, such as time constraints and resource limitations in low-income educational settings. Additionally, while the theoretical sections are comprehensive, they occasionally lean toward academic abstraction. For instance, the descriptions of peer mentoring and mentoring relationships as being "rooted in reflective practice" and focused on "collaborative learning through interaction" are somewhat intangible, making it difficult for readers to connect these ideas to real-life mentoring experiences. The emphasis on abstract concepts like "dialogic interaction" and "active reflection" might feel removed from the day-to-day challenges that teachers face in mentoring relationships, making it harder for readers to envision how these theories translate into practice.
Overall, Models of Mentoring in Language Teacher Education is a valuable resource, combining theory, research, and practical insights. It underscores the importance of mentoring and provides a roadmap for designing effective teacher development programmes, particularly in Asian contexts. It will be especially useful for teacher educators, mentors, and novice teachers seeking to enhance professional growth through mentoring.
References
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Kullman, J. (1998). Mentoring and the development of reflective practice: Concepts and context. System, 26(4), 471–484. https://doi.org/10.1016/S0346-251X(98)00033-5
Murray, J. (2013). Designing and implementing effective professional learning. Corwin Press. https://doi.org/10.4135/9781483331225
Nguyen, H. T. M. (2017). Models of mentoring in language teacher education. Springer Cham. https://doi.org/10.1007/978-3-319-44151-1
Lam Tuong Duy is a novice teacher and beginning researcher in Vietnam, and a Master's student at Can Tho University. His primary interests include teacher professional development, teacher beliefs, and the integration of ICT in education. Duy is passionate about exploring effective strategies to support beginning teachers in their professional growth and fostering innovative practices in language teaching.