Abstract:
This study sought to assess whether mentoring techniques for preparing EFL student teachers
for practicum placements benefit their professional development. Sequential exploratory
design was used to assess the effectiveness of preservice EFL student teachers professional
development based on five-factor mentoring model. The participants of the study were 20
purposely selected student teachers, 10 cooperating teachers and 5 tutors in phase one, and in phase
two, 283 student teachers from four education colleges. The mentees participated in two round semi structured interviews: pre-mentoring and while mentoring practices. The cooperating teachers and
tutors also participated in semi-structured interview during mentoring practices. Besides, document
analysis were carried out. In phase two, questionnaire was administered to 283 pre-service English
teachers from four education colleges. Using SPSS version 16, descriptive statistics were employed to
examine the collected data. The results of the research indicated that mentees faced several
challenges during their mentoring relationship. Mentors assigned for student teachers had
insufficient training to carry out their roles and responsibilities. Because of the mentors'
outdated methods of mentoring, some of the respondents expressed uncertainty about their mentoring
relationship. The research indicated that a thorough modification of pre-service mentorship program
is necessary. Extended training maximizes the mentoring program's effectiveness, accelerates the
professional development of mentors and mentees, and improves language learners' communication
skills. The findings could lead to better mentorship in EFL teacher training programs.
