Abstract
Mentors need mentoring, but unfortunately tend to receive limited support. Formal mentor courses, which may adopt primarily transmissive or transformative approaches, have been provided in some contexts, but tend to be under-researched. The focus of this chapter is a transformative mentor course for in-service English language teachers in Oman. It was based on Malderez and Bodóczky (Mentor courses: A resource book for teacher-trainers, Cambridge University Press, 1999). The course combined elements of theory-and-practice connection and collaborative inquiry mentoring models, with a view to supporting deep experiential learning. It is analysed in-depth for how it helped teachers grow into ‘educator’ and ‘supporter’ mentoring roles. Transformative benefits highlighted by participating teachers are discussed. Implications focus on the need to design mentor courses to suit local contexts.
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Wyatt, M. (2022). Reflections on Mentoring In-service English Language Teachers in Oman While Drawing on Malderez and Bodóczky’s ‘Mentor Courses’. 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_8
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