Mentoring Practices Among Turkish EFL Teachers

Abstract

This study reviews research on mentoring programs and practices for EFL teachers in Turkey conducted between 2014 and 2024. Using Criterion Sampling, a purposive sampling method, 10 articles were selected and analyzed. Content and thematic analyses revealed three key themes: Turkish EFL teachers' mentoring program expectations, the roles and responsibilities of EFL teacher mentors in Turkey, and contextual factors influencing EFL teacher mentoring. These findings provide valuable insights into areas where mentor and mentee teachers can derive the most benefit and serve as a guideline for stakeholders in designing and implementing mentoring programs in Turkey.