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It reviews the growing emphasis on practicum and the challenges teachers face, including stress, limited support, and isolation. Using a mixed-methods design in Vietnam, the study implements a peer mentoring model with an experimental group and compares it with a non-peer-mentored control group.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/peer-mentoring-a-way-forward-for-supporting-preservice-efl-teachers-psychosocially-during-the-practicum/593544/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/peer-mentoring-a-way-forward-for-supporting-preservice-efl-teachers-psychosocially-during-the-practicum/593544.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address about EFL practicum experiences?","Question",{"text":112,"@type":113},"It addresses the stress and psychosocial difficulties preservice EFL teachers face during practicum, including emotional and psychological strain, lack of support, and isolation/anxiety.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was peer mentoring studied in this research?",{"text":117,"@type":113},"A mixed-methods design was used in Vietnam. 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T. (2013). Peer Mentoring: AWay Forward for Supporting Preservice Efl Teachers Psychosocially During the Practicum. Australian Journal of Teacher Education, 38 (7).  \n[http://dx.doi.org/10.14221/ajte.2013v38n7.3](http://dx.doi.org/10.14221/ajte.2013v38n7.3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol38/iss7/3](http://ro.ecu.edu.au/ajte/vol38/iss7/3)  \nAustralian Journal of Teacher Education  \nPeer Mentoring: A Way Forward for Supporting Preservice Efl Teachers  \nPsychosocially During the Practicum  \nHoa Thi Mai Nguyen  \nThe University of Sydney  \nAbstract: During the past several years, the importance of practicum as a vital proportion of the preservice teacher education program has been increasingly emphasized. There have been a number of initiatives for supporting preservice teachers. Among these, peer based relationship is increasingly emerged as an innovative strategy to provide additional support to preservice teachers. This paper reports on part of a larger study which investigated the impact of peer mentoring in the context of Vietnam. Using mixed methods research design, the study investigated the impact of a peer mentoring model on the preservice teachers’ perceptions of their psychosocial support from their peers during their practicum in Vietnam. A peer mentoring model was implemented with a group of preservice teachers of English as a Foreign Language (EFL). Data were collected from questionnaires and focus group interview with both a group of formally peer mentored preservice teachers and a group of formally non-peer mentored. The results revealed the preservice EFL teachers in the experimental group perceived more psychosocial support from their peer than those in the control group. The study affirms the empirical evidence for implementing a peer mentoring model for preservice EFL teachers during the practicum and echoes the need for  \na reform in the practicum.  \nIntroduction  \nLanguage teacher preparation in many countries consists of initial university-based coursework with an emphasis on teaching theory followed by school-based student teaching practice in a variety of educational settings. In pre-service teacher education in general, and EFL teacher education in particular, the school-based practicum experience has been identified as one of the most critical components for preparing future teachers (Cruickshank & Westbrook, 2013; Dang, 2013; Farrell, 2001; Walsh & Elmslie, 2005) . However, a growing body of research has indicated a number of problems preservice teachers face during their practicum. Wang and Odell (2002) identified three types of problems that can confront preservice teachers when learning to teach within school settings, namely: (1) emotional and psychological stress, (2) the lack of support, and (3) conceptual struggles about teaching and learning. Thus, there is a growing concern about how to provide more support to preservice teachers during the practicum.  \nDuring the practicum, preservice teachers are generally socialized into the profession through relationships and mentoring. Much literature (e.g., Hudson, 2004; Mann & Tang, 2012; Nguyen & Hudson, 2012b; Sempowicz & Hudson, 2012; Tomlinson, Hobson, & Malderez, 2010) has proved the benefits of mentoring in developing preservice teachers’  \nVol 38, 7, July 2013 31  \nAustralian Journal of Teacher Education  \nlearning and providing supporting. However, the appointment and support from a mentor alone does not ensure the quality of the socialization process. Moreover, the practicum has also been documented as leading to feelings of isolation and anxiety (Farrell, 2007; Machado & Meyer","cbCainZhDUx748EP","https://ap.wps.com/l/cbCainZhDUx748EP","pdf",138186,15,"English","# Abstract\n# Introduction\n## Challenges in EFL practicum\n## Role of mentoring and social support\n# Peer Mentoring As a Strategy for Providing Psychosocial Support","[{\"question\":\"What problem does the paper address about EFL practicum experiences?\",\"answer\":\"It addresses the stress and psychosocial difficulties preservice EFL teachers face during practicum, including emotional and psychological strain, lack of support, and isolation/anxiety.\"},{\"question\":\"How was peer mentoring studied in this research?\",\"answer\":\"A mixed-methods design was used in Vietnam. A peer mentoring model was implemented with preservice EFL teachers, and data were collected via questionnaires and focus group interviews.\"},{\"question\":\"What were the key findings about psychosocial support?\",\"answer\":\"Preservice EFL teachers in the peer-mentored experimental group perceived more psychosocial support from peers than those in the non-peer-mentored control group.\"}]","Peer Mentoring: A Way Forward for Supporting Preservice EFL Teachers Psychosocially During the Practicum | PDF",1792077450,38]