Professional Learning of Novice ESL Teachers: Peer Mentoring to Improve Novice Teachers’ Reflective Practice
Norhaiza Hamdan, Juliana Othman and Lo Yueh Yea
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Abstract:
Background: Reflective practice is a crucial aspect of teacher development that enables educators to critically examine their beliefs, assumptions, and teaching methods. Schön’s Reflective Model (1983) suggests that reflection during or after practical experiences, such as teaching, is essential for developing teachers’ skills. However, novice teachers often struggle to engage in meaningful reflection without adequate support. Consequently, this study aims to investigate peer mentoring as a strategy to support reflective practice among novice English as a Second Language (ESL) teachers. Methods: Data were collected through in-depth interviews, participants’ reflections and weekly journal entries. Three novice ESL teachers with 3 years of teaching experience in public primary schools were recruited through purposive sampling to participate in a 12-week peer-mentoring partnership. Results: Thematic analysis of the three case studies revealed four main themes: (1) the role and value of peer mentoring partnerships in supporting reflection, (2) the aspects of reflection influenced by peer mentoring, (3) the evolution of reflective focus, and (4) the perceived benefits of enhanced reflection. Conclusion: The study concludes that peer mentoring shows promise as a means to support reflective practice among novice ESL teachers. Such partnerships can help novice educators expand their knowledge and skills, thereby fostering professional growth and learning.
Keywords:
reflective practice, peer mentoring, professional learning, novice teachers
Citation: Norhaiza Hamdan, Juliana Othman and Lo Yueh Yea (2026). Professional Learning of Novice ESL Teachers: Peer Mentoring to Improve Novice Teachers’ Reflective Practice. Horizon J. Hum. Soc. Sci. Res. 8 (1), 92–104. https://doi.org/10.37534/bp.jhssr.2026.v8.n1.id1335.p92
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