Mentoring in Gifted Student’s Education and a Model Suggestion

Çakır, Lütfü; Kocabaş, İbrahim

doi:10.12973/edupij.2016.51.6

Cited by 15 publications

(12 citation statements)

References 17 publications

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“…Gifted children are the children who put in a better performance compared to their peers in specific areas or in terms of creativity, intelligence, leadership and arts, and whose abilities in these fields have not been provided by school education (Cakir & Kocabas, 2016;Ogurlu, 2015;Ogurlu, Kaya, Ercan Yalman, & Ayvaz, 2016;Ozbey & Saricam, 2016). In this regard, these children need a different education than others (Turkish Ministry of National Education Science and Arts Center Directives, 2007).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Moral Maturity and Sense and Behaviors of Responsibility in Gifted Children

Karataş

Sarıçam

2016

GJPR

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The main objective of the present study is to investigate the relationship between moral maturity and sense and behaviors of responsibility in gifted children. The secondary objective of the study is to compare the levels of moral maturity, sense of responsibility and behaviors of responsibility of gifted students (GS) and those of students with average intelligence level (SWAIL). The relational survey model has been employed in the study. The data was collected from 200 SWAIL attending the 6th and 7th grades in primary education schools in Ankara and 200 GS attending ‘Science and Art Centers’ (Turkish: BILSEM). The Scale for the Moral Maturity and the Sense and Behaviors of Responsibility was used as the data collection tool. In determining the differences between variables, the Independent samples t-Test was used for the variables which demonstrate normal distribution depending on the Kolmogorov Smirnov coefficients being insignificant at the p<.05 level. The correlation analysis was used in order to determine the correlations between the variables. At the end of the study, GS were found to be more mature in moral terms and to have a higher sense of responsibility compared to SWAIL. In the study, a statistical significant positive correlation (p<.01) was observed between moral maturity and sense and behaviors of responsibility in GS. In addition, a positive correlation (p<.01) was determined between the sense of responsibility and the behaviors of responsibility.

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Section: Introductionmentioning

confidence: 99%

The Relationship between Moral Maturity and Sense and Behaviors of Responsibility in Gifted Children

Karataş

Sarıçam

2016

GJPR

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“…Mentoring has become a crucial component of pre-service field experiences such as student teaching (Bird & Hudson, 2017). Proper and adequate mentoring of student-teachers is vital in the student teaching program inasmuch as experienced mentors provide career and psychosocial support to relatively less experienced protégésthe student-teachers (Menges, 2016;Cakir & Kocabas, 2016). Accordingly, it is mandatory that the cooperating teachers who are tasked to mentor students demonstrate expertise in content and pedagogy, effective communication skills, possession of a positive attitude and a professional demeanor, manifestation of genuine interest in preparing and supporting aspiring teachers, ability to effectively prepare and support aspiring teachers, and willingness to work with other teacher preparation professionals (Gareis & Grant, 2014).…”

Section: Mentoring Experiences Issues and Concerns In The Student-mentioning

confidence: 99%

“…Mentoring is a deliberate pairing of a more skilled or experienced person with a lesser skilled or experienced one with agreed-upon goals. The lesser skilled person is assisted to grow and develop specific competencies (Menges, 2016;Cakir & Kocabas, 2016). This includes the development of pedagogical knowledge practices such as planning, preparation, teaching strategies, questioning skills, assessment and how these practices influence the mentee's practice teaching.…”

Section: Enhancing Pedagogical Knowledge In Teachingmentioning

confidence: 99%

Untitled

2018

IJE

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and the United States. While the contexts are different, the themes are relevant to educators globally. The themes of the articles in this issue are as diverse as the countries from which they came. The research reported covers TPACK, artificial intelligence, social and emotional education, mathematics, child development workers, mentoring, learner-generated digital media, and conducting experiments prior to teaching of concepts. We hope that you enjoy these articles, find application for them in your own contexts, and consider sharing your own research and experiences in the journal. The next issue is due to be published on June 1st, 2019. A thank you to all who have submitted articles in 2018. The huge response we have had to calls for papers demonstrates the many research projects being conducted in the field of education. Thanks go to all the reviewers throughout the year, many of whom have willingly accepted the role for more than one issue. Special thanks also to the associate editors, Lynda Leavitt, Massoud Moslehpour and Raimond Selke, who have made my job easier and to the IAFOR publications team for their hard work and dedication. I look forward to building on our strengths throughout 2019.

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“…This mythological root of the word mentor expanded its meaning in time towards a wise and experience person who helps another person's progress. In this sense, mentoring can be defined as the process of matching of a skillful and experienced person with a less experienced and skillful person in order to improve the latter's capacity in his/her job and career (Roberts, 2000;Barutçugil, 2004;Godshalk & Sosik, 2003, p. 423;Cunningham, 1999;Cakir & Kocabas, 2016).…”

Section: Mentoring Program For Novice Teachersmentioning

confidence: 99%

The Evaluation of New Mentoring Program for Novice Teachers according to Their Perceptions

Yirci¹

2017

PED

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Abstract. The primary purpose of this research was to find out what novice teachers in Turkey think about the new mentoring program introduced by the Ministry of National Education (MoNE) in February, 2016. In order to collect more detailed data and gain a deep insight regarding research problem, qualitative research methods were preferred. The study group consisted of 22 newly appointed teachers during the 2016 academic term. A semi-structured interview form was used as data collection instrument. According to the results novice teachers think that the new mentoring program is beneficial in terms of classroom management, communication skills, professional efficacy; extending network and gaining experience. As for the disadvantages of the program, the novice teachers stated that they cannot choose their mentor teachers, the mentor teachers do not know the program in detail as it was used for the first time, there are a lot of trivial forms that novice teachers and mentor teachers had to fill in.

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Mentoring in Gifted Student’s Education and a Model Suggestion

Cited by 15 publications

References 17 publications

The Relationship between Moral Maturity and Sense and Behaviors of Responsibility in Gifted Children

The Relationship between Moral Maturity and Sense and Behaviors of Responsibility in Gifted Children

Untitled

The Evaluation of New Mentoring Program for Novice Teachers according to Their Perceptions

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