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<p style="text-align:justify;">This article examines&nbsp;whether teacher mentoring can be achieved in the Greek EFL multicultural&nbsp;teaching context, within the private sector, mainly through observation and if&nbsp;this could contribute to the teacher (observer) or even mentor (observer)&nbsp;development. Observation explores everyday multicultural classroom situations&nbsp;and results in a trustworthy interaction between the observer and the teacher&nbsp;about how these could be handled. Mentoring is provided by means of feedback&nbsp;and discussion in an attempt to educate the teacher, offer corrective options&nbsp;and promote reflection. Ideally, development is produced either via the&nbsp;mentor’s suggested alternatives or by the teacher’s own introspection. The&nbsp;article concludes with findings that suggest the suitability of the direct&nbsp;observation form for observing teaching practices in a multicultural setting&nbsp;and the effectiveness of the face-to-face provision of feedback. Furthermore,&nbsp;evidence is provided regarding achievement of mentoring in the private sector,&nbsp;within a working environment of professionalism, respect and trust. Finally, it&nbsp;is shown that teacher development is an issue relying mainly on the personal&nbsp;approach, with innovation and change being its fundamental characteristics.&nbsp;</p>

From Observation of Teaching Practices to Mentoring and Teacher Development in a Multicultural Setting: A Case Study

Original Research 

ltrq.2020.17.02.xml

Guest-editor: 
Isaak Papadopoulos, PhD, European University Cyprus, Cyprus

Thematic Issue: Interculturalism in Second Language Teaching