Using a critical pedagogy-based mentoring for a transformative and inclusive teaching practice of EFL pre-service teachers
Date
2026-01
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Benemérita Universidad Autónoma de Puebla
Abstract
"In recent decades, mentoring has gained importance in teaching education. Encinas and Sánchez (2015) argue that mentoring entails a reciprocal interaction that depends on the mentor’s role and competence to guide new teachers. Therefore, this study aimed to determine the usefulness of a mentoring strategy grounded in Critical Pedagogy to promote the development of a transformative and inclusive teaching practice among EFL pre-service teachers who participated in a social program Inglés Incluyente, in Puebla, México. This qualitative case study adopted thematic analysis to examine 14 written reflections provided by two pre-service teachers, to trace the reshaping of their teaching practices. In addition, to complement the analysis and assess the effectiveness of the mentoring process, the study incorporated the four teaching domains proposed in Supervision and Mentoring Practices for TEFL Teacher Educators: An Inclusive and Transformative Approach (Gooden et al., 2024). The results indicate that the chosen approach to mentoring enabled both pre-service teachers to become more aware of their teaching contexts, recognizing their power to create inclusive and safe learning environments. Furthermore, the experience fostered a strong sense of commitment to ongoing professional development".
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