Idiographic roles of cooperating teachers as mentors in pre-service distance teacher education

Abstract

This study aims to define the roles of cooperating teachers as mentors in the context of distance-learning teacher education. The participants included 358 cooperating teachers who mentored 4th-year student teachers in a Distance English Language Teacher Training Program in Turkey. To determine the roles that were perceived as mentoring roles by the cooperating teachers in the distance practicum, an inventory of 10 primary mentoring functions was constructed. These functions included five primary mentoring roles: 'self-trainer', 'networker, 'social supporter', 'academic supporter', and 'psychological supporter'. The results will contribute to an increased understanding of how cooperating teachers perceive their mentoring roles during distance practicums.

Mentoring Expectations and Experiences of Prospective and Cooperating Teachers during Practice Teaching

“…The need for change stemmed from a variety of sources: 1) the increasing need for and the recognition of the value of professional learning in natural workplace environment (Bolhuis & Voeten, 2001;Korthagen, Loughran & Russell, 2006); 2) the questioning of the practical relevance and applications of theory-based courses that are often blamed for the disconnectedness between university education and field-based teacher training (Cabaroğlu, 2014;Kumaravadivelu, 2012;Yeşilbursa, 2011;Zeichner, 2010;Darling-Hammond, Hammerness, Grossman, Rust & Shulman, 2005); and 3) the reported professional value of mentoring practices both for CTs (Arnold, 2002) and PTs (Koç, 2012) in school-based learning environment. In a number of studies, the role of the professional networks between CTs and PTs during practice teaching, implications for professional development for both groups (Hobson, Ashby, Malderez & Tomlinson, 2009) and contributions to the process of learning to teach (Lindgren, 2005) have been reported.…”

“…Malderez (2009) defines mentoring as a process crucial to teacher development in terms of focusing on the teachers' ability to succeed in a specific workplace context. Thus, mentors play a variety of roles, such as self-trainer, networker, social, academic and psychological supporter (Koç, 2012); socializing agents, instructional coaches, emotional supporters (Butler & Cuenca, 2012). Ambrosetti and Dekkers (2010, p. 52) defined mentoring as 'a non-hierarchical, reciprocal relationship ... follows a developmental pattern within a specified timeframe and roles are defined, expectations are outlined and a purpose is (ideally) clearly delineated'.…”

“…Because mentoring practices in teacher education are based on a variety of contexts including prospective, in-service, or distance teacher education, the expectations and roles are not clearly and systematically conceptualized by the national councils of education (Hudson, 2004;Koç, 2012). Due to its context-dependent nature, it is difficult to set and determine a specific definition of the mentoring roles and practices (Lai, 2005(Lai, , 2010.…”

“…Due to its context-dependent nature, it is difficult to set and determine a specific definition of the mentoring roles and practices (Lai, 2005(Lai, , 2010. Thus, the lack of agreement between the definitions and the actual practices of mentoring practices are evident in practice teaching applications in Turkey (Koç, 2012;Kuter & Koç, 2009),which leads to problems in achieving a systematic and objective mentoring process during practice teaching.…”

“…Koç, 2012) or PTs as mentees (e.g. Đlin, Đnözü & Yıldırım, 2007).From either perspective, the reflections on the professional learning processes, problems that caused burnout and stress on the participants during practice teaching were examined (e.g.…”