'FROM TRAINEE TO AUTONOMOUS TEACHER'

Abstract

The paper reports on the results of an investigation into the various professional support systems available to TESL pre-service teachers. Using questionnaire and group interviews, feedback was obtained from respondents to determine the most helpful types of support they received and the support they expected. The paper concludes that there are many constraints on the effective operation of a mentoring system and suggests that the supervisory triad be strengthened and other support systems be utilised.