Benchmarking Mentoring
Practices: A Case Study in Turkey

Hudson, Peter B.; Uşak, Muhammet; Savran-Gencer, Ayse

doi:10.12973/ejmste/75245

Cited by 8 publications

(5 citation statements)

References 25 publications

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“…There is also a growing body of evidence concerning student teachers PCK (De Jong 2000;De Jong and Van Driel 2004;De Jong, Van Driel, and Verloop 2005;Halim and Meerah 2002;Hudson, Usak and Savran-Gencer 2009;Hudson, Usak, and Savran-Gencer 2010;Usak 2005Usak , 2009Van Driel, Verloop and De Vos 1998;Van Driel, De Jong, and Verloop 2002). These studies have generally concluded that most primary school teachers have various pedagogical misconceptions and often do not have the necessary pedagogical content knowledge to teach science effectively.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

A case study of beginning science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey

Uşak

Özden

Eilks

2011

European Journal of Teacher Education

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This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which used the research literature on potential student misconceptions with regard to different aspects of chemical reactions. Thirty beginning science student teachers were tested, with an additional eight interviews from the student teachers in the same sample. The interviews focused on student teachers' views about how to best teach chemical reactions in lower secondary chemistry classes. The results revealed deficits in the subject matter knowledge of the student teachers. It also became obvious that the teachers in this sample held very traditional and teacher-centred beliefs when it came to chemistry teaching at the secondary level. Their teaching attitudes were geared mainly towards the acquisition of facts by pupils, and often ignored the development of process-oriented skills. Implications for science teacher education are discussed.

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Section: Theoretical Frameworkmentioning

confidence: 99%

A case study of beginning science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey

Uşak

Özden

Eilks

2011

European Journal of Teacher Education

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“…The situation may impact negatively on the mentoring relationship preventing pre-service teachers from developing their teaching competences. Periodic mentoring workshops addressing leadership styles, time and class management, balancing teaching and mentoring responsibilities as well as group work, content and pedagogical knowledge can help support mentor development (Hudson, Uşak & Savran-Gencer, 2010). Recognizing the expertise of peers, acknowledging and compensating their contribution to professional development of their peers can go a long way toward ensuring the development of their pedagogical and professional competencies (Searby, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Peer to Peer Mentoring on Initial Teacher Professional Development at Holy Child College of Education

2023

JEP

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In order to equip pre-service teachers with the required professional teaching competences, the Colleges of Education in Ghana have structured their curricula such that subject content knowledge is taught during the preliminary years (1-3) at college. During the final year, the colleges have partner schools that engage the final year pre-service teachers on teaching practicum known as mentorship. That notwithstanding, research suggests that pre-service teachers are not fully adequately prepared for the mentorship programme while at college (Amankwah, Oti-Agyen & Sam, 2017). Very little is done by way of preparing the pre-service teachers for the final year mentorship programme while at college (Fletcher, 2012). To forestall this situation, the researchers instituted a peer to peer mentorship programme spanning one semester at Holy Child College of education in Takoradi, Western Region of Ghana in the 2019/2020 academic year. During the peer to peer mentorship programme, third year pre-service teachers preparing for final year mentorship practicum were assigned to second year pre-service teachers to be mentored. Each mentoring group forming a stratum, was assigned to a professional college of education Tutor for continuous coaching and monitoring. The researchers together with two other facilitators organised a five (5)-day orientation training for the pre-service teachers prior to the commencement of the mentorship programme. During the 5-day orientation training, the pre-service teachers were introduced to ethics of the teaching profession, the teaching practicum policy, collaborative lesson planning and delivery, teaching learning resource preparation and storage as well as innovative pedagogical approaches. Both peers were guided on how to keep a teaching practice journal and also how to develop teaching philosophies to guide their professional practice.The explorative case study design with multiple data source was used to conduct this study. The stratified purposive sampling technique was employed to collect data on 210 second year pre-service teachers who had been assigned to 10 different mentoring groups (strata) based on their subject specialty. The subject specialty of the pre-service teachers included: early childhood, primary education, junior high subject specialties as well as home economics and languages. Participant observation schedule, questionnaire and End of Mentorship Discussion Forum (EMDF) were used by the researcher to collect data for the study. The use of the multiple data source ensured triangulation, rigor and credibility of the information obtained. The different instruments used in collecting data from the same study enabled the researcher to describe the findings as authentic and trustworthy.Findings from the study revealed that, Peer mentoring has contributed immensely towards the development of efficient pre-service teachers. Peer to peer mentoring has equipped pre-service teachers with the skills involved in classroom organisation and management, increased their professional commi...

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“…However, the mentors are interested in and willing to be a mentor for the teacher students at the School of Vocational Teacher Education. As Hudson, Usak, and Savran-Gencer [15] have stated, the mentors are not especially interested in gaining any financial benefit from their role as mentors; rather, they expect to acquire new ideas and refresh their thinking through the mentoring relationship.…”

Section: Summary Of Challengesmentioning

confidence: 99%

Mentors’ Perceptions of Teacher Practice: A Case Study of the School of Vocational Teacher Education

Lehtelä¹,

Iiris²

2014

IJCDSE

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Benchmarking Mentoring Practices: A Case Study in Turkey

Cited by 8 publications

References 25 publications

A case study of beginning science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey

A case study of beginning science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey

The Effect of Peer to Peer Mentoring on Initial Teacher Professional Development at Holy Child College of Education

Mentors’ Perceptions of Teacher Practice: A Case Study of the School of Vocational Teacher Education

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