Mentorship needs of early career teachers working in rural regions

Kartal, Seçil Eda; Özdemir, Tuncay Yavuz; Yirci, Ramazan

doi:10.19128/turje.284833

Cited by 4 publications

(2 citation statements)

References 21 publications

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“…Due to the significant organizational and individual benefits of mentoring, such as promoting professional success, supporting personal development, increasing organizational productivity, and developing leadership skills, mentoring programs have become widely-used personnel development incentives to support school administrators professionally [27][28][29]. School administrators have significant roles in managing schools, but their job has become even more complicated and challenging due to the changes in their duties and responsibilities over time.…”

Section: Literature Reviewmentioning

confidence: 99%

A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

et al. 2023

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Mentoring for the professional development of school administrators has become widely acknowledged as an essential means of providing psychosocial and career support, particularly for novice administrators. Due to its strong potential to support the sustainability of schools by enabling successful administration, much research has been conducted on mentoring for the professional development of schools and an extensive knowledge base has been accumulated. The current study aims to evaluate this knowledge base holistically, to reveal the intellectual structure and evolution of this research field. With this purpose, the study conducted a combined bibliometric and science mapping analysis of 121 articles selected from the Scopus database using SciMAT software. The period-based science mapping analysis results showed that research initially focused on professional development and networking functions and later focused on developing school administrators’ leadership skills through mentoring. During the last five years, the most prominent themes were enhancing the quality of mentoring and supporting school administrators’ capacity to enable social justice. The results suggest several implications for the sustainability of mentoring programs to improve school administrators’ professional capabilities and leadership skills, which would eventually help sustain a high level of school innovation and success.

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Section: Literature Reviewmentioning

confidence: 99%

A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

et al. 2023

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“…Mentoring has been recognized as an effective approach employed by educators to address challenges and obstacles that may arise within education programs owing to its inherent qualities (Kartal et al, 2017). The necessity to assist teachers in adjusting to the quick developments and changes in technology and science has led to the emergence of a novel approach to education, characterized by the incorporation of mentoring.…”

Section: Introductionmentioning

confidence: 99%

Learning to Hear Students’ Voices: Teachers’ Experiences on Student Mentoring

Turgut,

Taşçı

2024

IES

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In recent years, mentoring practices have become increasingly common in different disciplines. One of these disciplines is education. In this connection, mentoring at the macro level contributes to the education system, while mentoring at the micro level reduces school dropout rates, increases academic success, supports students in their career journeys and protects them against any problems and unhealthy habits. In this context, the objective of this study is to provide an in-depth examination of teachers’ student mentoring experiences in the school context. To this end, phenomenological design, one of the qualitative research methods, was used in this study and the study was carried out with face-to-face interviews. The maximum variation sampling method, one of the purposeful sampling methods, was used to select the participants. A total of 15 teachers selected from different branches formed the study group of the study. The data obtained from the study were transcribed and the thematic analysis method was used to determine the emerging themes and, in this way, a total of five themes were determined: identification, the role of the mentor, the types of mentoring used by the mentor, the mentoring strategies used by the mentor and the problems encountered during the student mentoring process.

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Okul-dışı Öğrenmeye Yönelik Öğretmen Mesleki Gelişim Programından Mentorlük Desteği Alan Öğretmenin Öğrencilerine Yansıyan Etkileri- Bir Örnek Olay Çalışması

Çiğdemoğlu

Tekeli

Köseoğlu

2019

Kastamonu Eğitim Dergisi

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ÖzBu çalışmanın amacı, bilim merkezleri gibi okul dışı öğrenme ortamlarının imkânlarını okul müfredatına etkili bir şekilde entegrasyonunu destekleyen BİLMER (bilim merkezlerine yönelik mesleki gelişim projesinin kısa kullanımı) projesi eğitimlerine katılmış bir öğretmenin, öğrencileri ile yürüttüğü proje tabanlı öğrenme sürecinde proje ekibinden aldığı mentorlük desteğinin öğrencilerine ve kendisine yansıyan etkilerini ortaya çıkarmaktır. Bu çalışmada örnek olay yöntemi kullanılmış; veriler öğretmen ve öğrencilerinden nitel yollarla toplanmıştır. Çalıştaya katılan kimya öğretmeni proje ekibinden aldığı mentorlük süresince izlenmiş ve öğrencileri ile yürüttükleri projeler sırasında gözlemlenmiştir. Verilerin analiziyle, öğrencilerin proje tabanlı öğrenme sürecindeki görüşleri ve kazanımları ortaya çıkartılmıştır. Bulgular, öğrencilerin kavramsal, duyuşsal, bilimin doğası ile ilgili anlayışlar, disiplinler arası ilişkiler ve çevreye duyarlılığı gibi konularda önemli kazanımlar edindiğini ortaya koymuştur. Ayrıca, öğrenci günlüklerinden elde edilen veriler öğrencilerin kariyer planlamalarının, hatta meslek seçimlerinin ve geleceğe bakış açılarının değiştiğini göstermiştir. Bu araştırmanın sonuçlarına dayanarak, öğretmenlere sunulacak mesleki gelişim eğitimlerinin etkili ve sürdürülebilir olabilmesi için mesleki gelişim programlarına katılan öğretmenlere mentorlük desteğinin de sağlanmasının önemli olduğu tespit edilmiştir.Anahtar Kelimeler: öğretmen mesleki gelişimi, mentorlük, proje tabanlı kimya öğretimi, okul dışı öğrenme ortamları. AbstractThe aim of this study is to reveal the effects of a mentoring process on a teacher who has participated in BILMER (abbreviation of the project that develops a professional development program for science centers) project workshops which support the integration of extracurricular learning environments such as Science Centers into school curricula, and the effect of the mentoring process regarding project-based learning over the students. In this study, case study method was used; data were collected from the teacher and her students through qualitative tools. The chemistry teacher who participated in the workshop was followed during the mentoring period and she was observed during the projects-based activities conducted with the students. Data analysis reveals students' views regarding the projects based learning and their gains concerning the process. Findings indicate that students have achieved significant gains in terms of conceptual aspects, affective aspects, and understanding of the nature of science, interdisciplinary aspects, and awareness about the environment. In addition, data gathered from student diaries showed that students' career planning, even career choices and their future perspectives have changed after the implementation. Based on the findings, the importance of providing mentorship support to teachers in professional development programs is stressed from many aspects, so that it can be ensured that professional development programs to be offered to teach...

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Mentorship needs of early career teachers working in rural regions

Cited by 4 publications

References 21 publications

A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

A Bibliometric Review of the Knowledge Base on Mentoring for the Professional Development of School Administrators

Learning to Hear Students’ Voices: Teachers’ Experiences on Student Mentoring

Okul-dışı Öğrenmeye Yönelik Öğretmen Mesleki Gelişim Programından Mentorlük Desteği Alan Öğretmenin Öğrencilerine Yansıyan Etkileri- Bir Örnek Olay Çalışması

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