Abstract
In this chapter, we report the experiences of two educators, Luqing and Laxmi, in regard to their agentive role and strategic use of available resources for their professional development first in their home countries in China and Nepal, respectively, as university faculty, and subsequently in the US as instructors in a teacher preparation programme while also pursuing their doctoral studies. Through their narratives, we discuss the value of critical reflexivity and mentoring through modeling and socialization to meet professional expectations as educators navigate their evolving identities and contexts. In particular, we highlight how Luqing and Laxmi were able to benefit from a mentoring community, first by collaborating with their students and reflecting on their own teaching, and then by working with fellow instructors. To illustrate how educators can become more effective practitioners through pedagogical mentoring, we discuss three key themes that emerged from Laxmi and Luqing’s narratives on their mentoring experiences: (a) localizing pedagogy, (b) engaging in reflexivity, and (c) working collaboratively in teams. Based on our analysis of the collected narratives, we call for the development of a caring community and effective mentoring opportunities in teacher preparation programmes to support teachers and teacher educators.
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De Costa, P.I., Ojha, L.P., Zang, L. (2022). Mentoring Through Modeling and Socialization: Insights from China and Nepal. In: Wyatt, M., Dikilitaş, K. (eds) International Perspectives on Mentoring in English Language Education. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-99261-3_4
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