Using a critical pedagogy-based mentoring for a transformative and inclusive teaching practice of EFL pre-service teachers

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dc.audiencegeneralPublic
dc.contributorPuón Castro, Yonatan
dc.contributor.advisorYonatan, Yonatan; 0000-0002-1842-4093
dc.contributor.authorTomé Tlachi, Fátima Ariadna
dc.date.accessioned2026-07-01T16:30:36Z
dc.date.available2026-07-01T16:30:36Z
dc.date.issued2026-01
dc.description.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".
dc.folio20260112151405-2732-T
dc.formatpdf
dc.identificator4
dc.identifier.urihttps://hdl.handle.net/20.500.12371/33317
dc.language.isoeng
dc.matricula.creator223462020
dc.publisherBenemérita Universidad Autónoma de Puebla
dc.rights.accesopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0
dc.subject.classificationHUMANIDADES Y CIENCIAS DE LA CONDUCTA
dc.subject.lccTeoría y práctica de la educación--Formación de docentes y administradores--Formación continua del profesorado
dc.subject.lccTeoría y práctica de la educación--Formación de docentes y administradores--Mentores
dc.subject.lccMaestros de inglés--Capacitación de--Estudio de casos
dc.subject.lccInglés--Estudio y enseñanza (Secundaria)--Hablantes extranjeros
dc.subject.lccTutoría en la educación--Estudio de casos
dc.subject.lccPráctica docente--Estudio y enseñanza
dc.thesis.careerMaestría en la Enseñanza del Inglés
dc.thesis.degreedisciplineÁrea de Ciencias Sociales y Humanidades
dc.thesis.degreegrantorFacultad de Lenguas
dc.thesis.degreetoobtainMaestro en la Enseñanza del Inglés
dc.titleUsing a critical pedagogy-based mentoring for a transformative and inclusive teaching practice of EFL pre-service teachers
dc.typeTesis de maestría
dc.type.conacytmasterThesis
dc.type.degreeMaestría
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