부산대학교 도서관

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. [ABSTRACT FROM AUTHOR]