It’s a win-win situation: implementing Appreciative Advising in a pre-service teacher training programme

ABSTRACT

Drawing on a strengths-based mentoring model, this study explores the extent to which Appreciative Advising (AA) phases and features were manifested in a teacher trainer’s reflection on his implementation of AA in his feedback practice during an intensive one-month pre-service TESOL course. The data includes the trainer’s weekly reflective diary and transcripts of a semi-structured interview. Using a mixed-methods data analysis, the data were first analysed quantitatively for keywords using a corpus-based approach. Then, using thematic analysis, the data were examined qualitatively for AA phases and features. The quantitative findings show imbalances in the trainer’s implementation of AA. However, the qualitative findings indicate the trainer was positive about incorporating AA in his feedback practice. Acknowledging the potential difficulties, we argue that implementing AA into a pre-service teacher training course benefits both trainers and trainees to develop their strengths and build a resilient training program. This study contributes to the pre-service teacher training feedback practice by forgrounding the significance of cultivating a positive mindset that promotes   trainers and trainees’ professional development over time for a win-win situation where AA approach is beneficial for both.

KEYWORDS:

• Pre-service teacher training
• strengths-based mentoring
• Appreciative Advising (AA)
• reflective practice
• mixed-methods data analysis

Acknowledgements

We are grateful for Stuart's enthusiasm for implementing AA in his feedback practice as well as his contribution to providing meaningful data for this study. Our heartfelt appreciations particularly find the editorial team of the Jornal of Reflective Practice and anonymous reviewers for their precious time, great expertise, timely manner, as well as insightful comments and constructive suggestions on polishing our manuscript for a successful publication.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Wenwen Tian

Dr. Wenwen Tian is a lecturer at King Mongkut’s University of Technology Thonburi in Thailand. Her research interests include discourse analysis, academic supervision, intercultural communication, and teacher development. Over the last 20 years, she has worked as a teacher of English and a coordinator for international affairs in China, Saudi Arabia and Thailand. Email: [email protected]; [email protected]

Stephen Louw

Dr. Stephen Louw is a researcher and lecturer at King Mongkut’s University of Technology Thonburi in Thailand. He is interested in teacher training and development, and in particular the relationship between teachers’ beliefs and classroom practice. Over the last 28 years, he has worked as a language teacher in the Maldives, Malaysia, Singapore, Japan, Taiwan, Vietnam, Cambodia and now Thailand, and has enjoyed every minute of it. Email: [email protected]