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The Role of Mentoring and Reflection in Shaping Preservice EFL Teachers’ Pedagogical Content Knowledge
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Parviz Ahmadi *   |
| Department of Lnguagr & Literature, Farhangian University |
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Abstract: (793 Views) |
This qualitative study explored how mentoring and reflection can really support the development of preservice EFL teachers’ pedagogical content knowledge (PCK) at a public teacher training university in Iran. The research which is grounded in an interpretive paradigm tried to understand the lived experiences of eight preservice teachers in their final year of undergraduate study. The data for the study were gathered through semi-structured interviews, reflective journals, and classroom observations. The analysis tried to follow Strauss and Corbin’s coding procedures. It included open, axial, and selective coding. After the analysis, five main themes emerged: the integration of theory and practice, the reflective transformation of teaching beliefs, the impact of mentorship on professional identity, challenges within teacher education programs, and the importance of peer collaboration and communities of practice. The findings clearly showed that mentoring and reflection could be vital in helping preservice teachers to connect pedagogical theory with classroom application, and to create context-sensitive teaching strategies, and to gain confidence in their instructional decisions. However, the study also highlighted the existing shortcomings in the current teacher education system, such as insufficient ongoing mentoring and limited opportunities for peer reflection. The research concludes that developing structured mentorship, reflective engagement, and collaborative professional communities can strengthen preservice EFL teachers’ PCK to a great extent and help close the gap between theory and practice which are apparent in Iranian teacher education.
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| Keywords: teacher learning, reflective practice, professional development, mentorship, collaborative engagement, teacher education reform |
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Type of Study: Research |
Subject:
General
Received: 2025/12/30 | Accepted: 2026/02/10 | Published: 2025/09/22
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