Electronic Mentorship with Mentee Perception

Özdemir, Tuncay Yavuz

doi:10.17569/tojqi.82140

Cited by 5 publications

(5 citation statements)

References 14 publications

(13 reference statements)

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“…The second feature was that the mentor should have the formation knowledge to convey information to the child through an appropriate method. These findings are in line with the studies that suggest that mentors should have expertise and knowledge (Emerson-Stonnell & Carter, 1994;Davis & Rimm, 2004;Yorulmaz, Altinkurt & Yilmaz, 2015;Johnson & Nelson, 1999;Ozdemir, 2015), be willing to share knowledge (Niehoff, 2006;Gordon, 1991;Bullough, 2005), be a role model (Bisland, 2001;Cohen, 1995;Yirci & Kocabas, 2010), use effective communication skills (Rose, 2003;Awaya et al, 2003), and be a loyal friend and counselor (Mullen, 1998;Kram, 1985;Alleman & Clarke, 2000). With this point of view, characteristics of a mentor are common across many cultures (Yirci & Kocabas, 2010).…”

Section: Conclusion and Discussionsupporting

confidence: 78%

Mentoring in Gifted Student’s Education and a Model Suggestion

Çakır¹,

Kocabaş²

2016

Edupij

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The purpose of this study is to examine the mentoring process in the education of gifted students and to develop a model applicable for the Turkish Educational System. The data of the study were collected through a literature review and focus group interviews. The study was conducted on one public and one private education institution for gifted students in Istanbul, Turkey. Purposeful sampling method was used in this study. A total of nine group interviews were carried out on 43 shareholders, the administrators, teachers, parents and student sub-groups, of the institutions in the sample group. The interviews were recorded and the recordings transcribed and analyzed through content analysis. As a result of the study, the establishment of a mentoring model was suggested under the Ministry of National Education, General Directorate of Special Education Guidance and Counseling Services, Department of Special Talents Development and issues such as model development, mentor and service area selection, matching, system operation and feedback were examined in detail.

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Section: Conclusion and Discussionsupporting

confidence: 78%

Mentoring in Gifted Student’s Education and a Model Suggestion

Çakır¹,

Kocabaş²

2016

Edupij

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“…The effective mentoring practices implemented in this study support this notion. Additionally, mentoring can not only introduce new behaviors to the mentee but also help reveal existing ones (Bakioğlu, 2015;Kocabaş and Yirci, 2012;Özdemir and Boydak-Özan, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…The main purpose of mentoring is to facilitate the learning and development of the mentee, while enabling them to quickly adapt to their individual needs with the support of a more experienced, senior, and knowledgeable mentor, thus completing their professional and personal development. Trust, empathy, and mutual understanding are frequently emphasized during the mentoring process (Karadağ, 2015;Özdemir and Boydak-Özan, 2013;Rhodes et al, 2004). The utilization of mentoring practices is acknowledged to be beneficial in supporting newly appointed teachers in education, aiding their adjustment to their role, and facilitating school administrators in addressing issues and achieving modernization (Bakioğlu, 2015;Yirci and Kocabaş, 2012).…”

Section: Introductionmentioning

confidence: 99%

Examining of Teachers' Practices Supported by Mentoring Applications

Sağlam Arslan,

Şahinoğlu

2023

Continuing Professional Education: Theory and Practice

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The aim of this study is to investigate the impact of mentoring practices designed to support the implementation of the updated physics curriculum on teacher practices. To achieve this objective, a three-stage model utilizing a group mentoring approach was developed, consisting of Preparation (need assessment to identify current teacher status), Realization (mentoring practices addressing identified gaps in subject knowledge), and General Evaluation (assessment of the impact of mentoring practices on teacher practices before, during, and after the implementation process). The didactic engineering method was adopted, and three physics teachers were observed over a 16-week period using camera recordings. The observations were categorized according to physics-specific competencies, and the teachers' practices were analyzed accordingly. The findings indicate that the mentoring support had a positive impact on the teachers' development of didactic structure and student-centered approaches, with some regression observed after the cessation of mentoring. However, teachers' practices remained improved compared to their initial state. This study was limited to three volunteer physics teachers, but the results suggest that mentoring practices can be more effective in improving teachers' compliance with the curriculum in applied teacher education, and the study has practical implications for teacher training and professional development. The study contributes to the field by providing a different perspective on teacher training, emphasizing practical training and needs assessment over theoretical education.

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“…Ek olarak öğretmen adayları, mentörlerinin kişisel açıdan iletişime açık ve çalışmalarıyla ilgili olduğunu da belirtmektedir. Bu özellikler, alanyazındaki çeşitli araştırma sonuçlarıyla desteklenmektedir (Arkün Kocadere ve Kızılkaya Cumaoğlu, 2015; Kılınç ve Alparslan, 2014;Özdemir, 2015). Bu açıdan, katılımcı mentörlerin çalışmadaki sorumluluklarını yerine getirdikleri düşünülmektedir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified