ABSTRACT
The importance of mentoring in facilitating continued professional development of novice teachers is well recognized. In Chapter 4, Mentoring, the authors present the conceptualization of mentoring as a strategy for supporting novice teachers’ transition from their teacher education programme to life as full-fledged teachers. Next, the authors discuss the conditions of effective mentoring and the impact of mentoring on novice teachers’ professional development particularly on their professional knowledge, practice, and identity. This chapter also presents the different mentoring models in teacher education and address the roles of major stakeholders in second language teacher education in supporting novice teachers’ professional development through mentoring.
