International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2007, Vol. 3(3) 42-64

A plea for a mentoring  framework that  promotes  dialogic  professional learning in the ELT teacher education  context

Jeylan Wolyie Hussein

pp. 42 - 64   |  Manu. Number: ijpe.2007.004

Published online: October 15, 2007  |   Number of Views: 84  |  Number of Download: 337


The paper emerged out of my own and my colleagues’ growing discontent with the traditional, ill-organized and unproductive way of evaluating the one-month-teaching practice of student teachers of English Language Teaching (ELT) at Haramaya University. It advances the  argument  that  student teacher evaluation  systems should  be restructured to represent the voices and experiences of the student  teachers.  Towards this end, I proposed a mentoring framework that potentially encourages  student teachers to become critical practitioners. The model I propose emphasizes the professional agency of the student teacher. The paper holds the position that to  transform their views of teaching and learning, student teachers as well  as  their  trainers should be empowered to seek justice and emancipation from the traditional model of evaluation. Finally, it attempts to leave  readers  with the  impression that if  we prefer our zone of comfort at the expense of our student teachers’ growth, we must know that we are jeopardizing the fate of teacher  education.


How to Cite this Article?

APA 6th edition
Hussein, J.W. (2007). A plea for a mentoring  framework that  promotes  dialogic  professional learning in the ELT teacher education  context . International Journal of Progressive Education, 3(3), 42-64.

Hussein, J. (2007). A plea for a mentoring  framework that  promotes  dialogic  professional learning in the ELT teacher education  context . International Journal of Progressive Education, 3(3), pp. 42-64.

Chicago 16th edition
Hussein, Jeylan Wolyie (2007). "A plea for a mentoring  framework that  promotes  dialogic  professional learning in the ELT teacher education  context ". International Journal of Progressive Education 3 (3):42-64.

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