Learning to teach CFL through virtual mentoring for pre-service teachers Available to Purchase

Mentoring has typically been viewed as a process that begins with a physical interface and continues in person. Virtual mentorship is accomplished through computer interaction with another person. It is not new, but it is not mandated in teacher education. Due to the COVID-19 epidemic, mentoring must be done virtually. There have been various readability and efficacy concerns raised about virtual mentoring. Mentor teachers assist pre-service teachers in developing their skills, analyzing and resolving problems, providing feedback, and adapting to changing educational situations. The data for this qualitative study was acquired through semi-structured in-depth interviews with six pre-service teachers majoring in Chinese language education and then analyzed thematically. This research demonstrates that virtual mentoring mentors are significant for the growth of pre-service teachers. While mentoring approaches have changed, the critical importance of mentoring towards the development of pre-service teachers has not. However, there are certain challenges.