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Overcoming the Coronavirus Impact on Novice Teachers Through E-Mentoring: Online Reflection and E-Mentoring
Abstract
The aim of this chapter is to present the mentoring offered to novice teachers during the coronavirus (COVID-19) period. Four novice English teachers engaged in the distance education program of a private K-12 school in Istanbul, Turkey participated in the study. The data was collected qualitatively from teacher diaries and online discussions between the novices and their mentors. Specifically, the participating teachers wrote online diaries regarding the three types of reflection (e.g., reflection-in, reflection-on, and reflection-for). Then, they participated in online discussions with their mentor reflecting on their lessons and reframing decisions about their classroom practices. The findings of this study will provide further directions in identifying effective practices for novice teachers through online reflection and e-mentoring to support distance education in English classrooms.
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