İşbirlikli Mentorluk Penceresinden Öğretmen Adaylarının ve Öğretmenlerin Mesleki Gelişimi

Bu çalışma, bir öğretmen eğitimi programının ÖğretmenlikUygulaması dersinde ikili ve üçlü-görüşmeleri içeren işbirliğinedayalı mentorluk modelinin öğretmen adayları ile okulmentorlarının mesleki gelişimlerini nasıl etkilediğini incelemeyiamaçlamıştır. Çalışmada modelin katılımcıların gelişimiüzerindeki katkılarını kapsamlı olarak incelemek için ayrıntılı veritoplamaya olanak veren nitel-değerlendirici durumçalışmasından yararlanılmıştır. İncelenen durumu daha iyianlayabilmek ve çalışmanın güvenilirliğini artırmak için yarıyaplandırılmış görüşmeler, otobiyografiler ve yansıtıcı günlükleraracılığıyla elde edilmiş veri ve yöntem çeşitlemesi kullanılmıştır.Çalışmanın yinelenmesinin uygulanabilirliğini artırmak amacıyla,çoklu veriler, önceden belirlenmiş kategoriler oluşturmaya ağırlıkverilerek içerik çözümlemesi yoluyla çözümlenmiştir. Çeşitlenenbulgular, katılımcıların kişisel ve mesleki becerileriningelişiminde mentorluğun etkili olduğunu ortaya koymuştur.Bulgular, aynı zamanda, mentorluk sürecinin geliştirilmesindegöz önünde bulundurulması gereken öğretim ve programla ilgilibirtakım önemli sonuçlar doğurmuştur.

Prospective Teachers’ and Teachers’ Professional Development through the Collaborative Mentoring Kaleidoscope

This study aimed to examine how a collaborative mentoring model (CMM), incorporating dyadic and tripartite conferences, influenced the mentees’ and school mentors’ professional development in a practicum in a teacher education program. A qualitative-evaluative case study was adopted to gather in-depth data for the comprehensive examination of the contributions of the model on the participants’ growth. A strategy of data and methodological triangulation was employed through semistructured interviews, autobiographies and reflective journals to better understand the phenomenon under investigation and contribute to the trustworthiness of the study. Multiple data were analyzed through content analysis, putting emphasis on creating predetermined categories so as to promote the feasibility of the replication of the study. The findings triangulated revealed that participants found mentoring influential on the development of their personal and professional skills. The findings also displayed certain instructional and programmatic implications critical to be considered for the improvement of the mentoring process.

PDF

___

Balbach, E. D. (1999). Using case studies to do program evaluation. http://www.case.edu/affil/healthpromotion/ProgramEvaluation.pdf adresinden erişildi.
Beattie, M. (2000). Narratives of professional learning: Becoming a teacher and learning to teach. Journal of Educational Inquiry, 1(2), 1-23.
Bogdan, R. C. ve Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods (3. bs.). USA: Allyn and Bacon.
Brinko, K. T. (1993). The practice of giving feedback to improve teaching: What is effective? The Journal of Higher Education, 64(5), 574-593.
Bryman, A. (2001). Social research methods. USA: Oxford University Press.
Caires, S. ve Almeida, L. S. (2005). Teaching practice in initial teacher education: Its impact on student teachers' professional skills and development. Journal of Education for Teaching, 31(2), 111-120.
Campbell, M. R. ve Brummett, V. M. (2007). Mentoring preservice teachers for development and growth of professional knowledge. Music Educators Journal, 93(3), 50-55.
Chalies, S., Ria, L., Bertone, S., Trohel, J. ve Durand, M. (2004). Interactions between preservice and cooperating teachers and knowledge construction during post-lesson interviews. Teaching and Teacher Education, 20(8), 765-781.
Chapman, J., Toomey, R., Gaff, J., McGilp, J., Walsh, M., Warren, E. ve Williams, I. (2003). Lifelong learning and teacher education. Canberra, Commonwealth of Australia: Australian Department for Education, Science and Training.
Chiang, M. H. (2008). Effects of fieldwork experience on empowering prospective foreign language teachers. Teaching and Teacher Education, 24(5), 1270-1287.
Cohen, L., Manion, L. ve Morrison, K. (2000). Research methods in education (5. bs.). USA: Routledge Falmer.
Coşkun, A. (2013). Stress in English language teaching practicum: The views of all stakeholders. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 28(3), 97-110.
Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed approaches. USA: Sage Publications.
Cruickshank, D. R., Bainer, D. ve Metcalf, K. (1995). The act of teaching. McGraw-Hill: USA.
Çelik, M. (2008). Pre-Service EFL teachers’ reported concerns and stress for practicum in Turkey. Eğitim ve Bilim, 33(150), 97-109.
Darling-Hammond, L. (2006). Constructing 21st century teacher education. Journal of Teacher Education, 57(3), 300-314.
Ekiz, D. (2006). Mentoring primary school teachers in Turkey: Seeing it from the perspectives of student teachers and mentors. International Education Journal, 7(7), 924-934.
Enz, B. J. (1992). Guidelines for selecting mentors and creating an environment for mentoring. T. M. Bey ve C. T. Holmes (Ed.). Collaboration and mentoring içinde (s. 65-77). Reston, VA: Association of Teacher Educators.
Faculty-School Partnership Guidebook. (1998). Ankara: YÖK Publications.
Feiman-Nemser, S. (2001). Helping novices learn to teach lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 17-30.
Fletcher, S. (1998). Attaining self-actualization through mentoring. European Journal of Teacher Education, 21(1), 109-118.
Freese, A. R. (1999). The role of reflection on preservice teachers’ development in the context of a professional development school. Teaching and Teacher Education, 15(8), 895-909.
Furlong, J., Barton, L., Miles, S., Whiting, C. ve Whitty, G. (2000). Teacher education in transition: Reforming professionalism? London: Open University Press.
Gimbert, B. ve Nolan, J. F. Jr. (2003). The influence of the professional development school context on supervisory practice: A university supervisor’s and interns’ perspective. Journal of Curriculum and Supervision, 18(4), 353-379.
Graham, B. (2006). Conditions for successful field experiences: Perceptions of cooperating teachers. Teaching and Teacher Education, 22(8), 1118-1129.
Güzel, H., Cerit Berber, N. ve Oral, İ. (2010). Eğitim fakültesi uygulama okulları işbirliği programında görevli öğretmenlerin ve öğretim elemanlarının öğretmenlik uygulamasına yönelik görüşleri. Kastamonu Eğitim Dergisi, 18(1), 19-36.
Harrison, J., Lawson, T. ve Wortley, A. (2005). Mentoring the beginner teacher: Developing professional autonomy through critical reflection on practice. Reflective Practice, 6(3), 419-441.
Hastings, W. ve Squires, D. (2002). Restructuring and reculturing: Practicum supervision as professional development for teachers. Asia-Pacific Journal of Teacher Education, 30(1), 79-91.
Hobson, A. J. (2002). Student teachers’ perceptions of school-based mentoring in initial teacher training (ITT). Mentoring and Tutoring, 10(1), 5-16.
Hobson, A. J., Ashby, P., Malderez, A. ve Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207-216.
Hobson, L. D., Harris, D., Buckner-Manley, K. ve Smith, P. (2012). The importance of mentoring novice and pre-service teachers: Findings from a HBCU student teaching program. Educational Foundations, 26(3/4), 67-80.
Hudson, P. (2004). Specific mentoring: A theory and model for developing primary science teaching practices. European Journal of Teacher Education, 27(2), 139-146.
Jaatinen, R. (2001). Autobiographical knowledge in foreign language education and teacher development. V. Kohonen, R. Jaatinen, P. Kaikkonen ve J. Lehtovaara (Ed.). Experiential learning in foreign education içinde (s. 106-140). England: Longman.
Jaeger, E. L. (2013). Teacher reflection: Supports, barriers, and results. Issues in Teacher Education, 22(1), 89-104.
Kaartinen, S. (2009). Meaningfulness via participation: Sociocultural practices for teacher learning and development. Teachers and Teaching: Theory and Practice, 15(5), 601-616.
Kemmis, S., Heikkinen, H. L. T., Fransson, G., Aspfros, J. ve Edwards-Groves, C. (2014). Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education, 43, 154-164.
Kent, S. I. (2001). Supervision of student teachers: Practices of cooperating teachers prepared in a clinical supervision course. Journal of Curriculum and Supervision, 16(3), 228-244.
Kiraz, E. (2002). Öğretmen adaylarının hizmet öncesi mesleki gelişiminde uygulama öğretmenlerinin işlevi. Eğitim Bilimleri ve Uygulama, 1(2), 183-196.
Kochan, F. K. ve Trimble, S. B. (2000). From mentoring to co-mentoring: Establishing collaborative relationships. Theory into Practice, 39(1), 20-28.
Kohonen, V. (2001). Towards experiential foreign language education. V. Kohonen, R. Jaatinen, P. Kaikkonen ve J. Lehtovaara (Ed.). Experiential learning in foreign education içinde (s. 8-60). England: Longman.
Korthagen, F., Loughran, J. ve Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020-1041.
Kuter, S. ve Koç, S. (2009). A multi-level analysis of the teacher education internship in terms of its collaborative dimension in Northern Cyprus. International Journal of Educational Development, 29(4), 415-425.
Lee, J. C. ve Feng, S. (2007). Mentoring support and the professional development of beginning teachers: A Chinese perspective, Mentoring and Tutoring, 15(3), 243-262.
Lincoln, Y. S. ve Guba, E. G. (1985). Naturalistic inquiry. USA: Sage Publications. Lopez-Real, F. ve Kwan, T. (2005). Mentors’ perceptions of their own professional development during mentoring. Journal of Education for Teaching, 31(1), 15–24.
Marshall, C. ve Rossman, G. B. (1999). Designing qualitative research (3. bs.). USA: Sage Publications Inc. Maskan, A. ve Efe, R. (2011). Prospective teachers’ perceptions of teaching practice experience in school placements. Journal of Turkish Science Education. 8(2), 64-77.
Miles, M. B. ve Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2. bs.). London: SAGE publication.
Mullen, C. A. (2000). Constructing co-mentoring partnerships: Walkways we must travel. Theory into Practice, 39(1), 4-11.
NCATE. (2008). Professional standards for the accreditation of teacher preparation institutions. National Council for Accreditation of Teacher Education, Washington, DC.
Özkılıç, R., Bilgin, A. ve Kartal, H. (2008). Evaluation of teaching practice course according to opinions of teacher candidates. Elementary Education Online, 7(3), 726-737.
Parsons, M. ve Stephenson, M. (2005). Developing reflective practice in student teachers: Collaboration and critical partnerships. Teachers and Teaching: Theory and Practice, 11(1), 95-116.
Paker, T. (2008). Öğretmenlik uygulamasında öğretmen adaylarının uygulama öğretmeni ve uygulama öğretim elemanının yönlendirmesiyle ilgili karşılaştıkları sorunlar. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 132-139.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3. bs.). Thousand Oaks, CA: Sage Publications.
Perry, C. (2000). Mentoring as partnerships in collaboration: One school’s story of professional development. Mentoring and Tutoring, 8(3), 241-250.
Reiman, A. J., Head, F. A. ve Thies-Sprinthall, L. (1992). Mentoring: Contemporary principles and issues. T. M. Bey ve C. T. Holmes (Ed.). Collaboration and mentoring içinde (s. 79-94). Reston, VA: Association of Teacher Educators
Richmond, D. (2009). Using, multi-layered supervision methods to develop creative practice. Reflective Practice, 10(4), 543-557.
Rodgers, A. ve Keil, V. L. (2007). Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a professional development school context. Teaching and Teacher Education, 23(1), 63-80.
Sachs, J. (1997). Renewing teacher professionalism through innovative links. Educational Action Research, 5(3), 449-461.
Scheetz, J., Waters, F. H., Smeaton, P. ve Lare, D. (2005). Mentoring in a PDS: What’s in it for me? Kappa Delta Pi Record, 42(1), 33-37.
Shieveley, J. M. ve Poetter, T. S. (2002). Exploring clinical, on-site supervision in a school-university partnership. The Teacher Educator, 37(4), 282-301.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Silverman, D. (2001). Interpreting qualitative research: Methods for analysing talk, text and interaction. London: Sage Publication.
Simpson, T., Hastings, W. ve Hill, B. (2007). ‘I knew that she was watching me’: The professional benefits of mentoring. Teachers and Teaching: Theory and Practice, 13(5), 481-498.
Smith, K. (1998). School models of teacher development: Two cases for reflection. Teacher Development, 2(1), 105-122.
Stahl, G. (2003). Meaning and interpretation in collaboration. B. Wasson, S. Ludvigsen ve U. Hoppe (Ed.). Designing for change in networked learning environments: Proceedings of the international conference on computer support for collaborative learning (CSCL '03) içinde (s. 523-532). Bergen, Norway: Kluwer Publishers.
Şimşek, S., Alkan, V. ve Erdem, A. R. (2013). Öğretmenlik uygulamasına ilişkin nitel bir çalışma. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 34, 63-73.
Tang, S. Y. F. ve Chow, A. W. K. C. (2007). Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework. Teaching and Teacher Education, 23(7), 1066-1085.
Taşdere, A. (2014). Sınıf öğretmen adaylarının öğretmenlik uygulaması dersine yönelik yaşadıkları sorunlar ve çözüm önerileri. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(2), 1477-1497.
Teitel, L. (2003). Professional development schools handbook: Starting, sustaining, and assessing partnerships that improve student learning. Thousand Oaks, CA: Corwin Press.
Thorpe, K. (2004). Reflective learning journals: From concept to practice. Reflective Practice, 5(3), 327- 343.
Tsui, A. B. M., Lopez-Real, F., Law, Y. K., Tang, R. ve Shum, M. S. K. (2001). Roles and relationships in tripartite supervisory conferencing process. Journal of Curriculum and Supervision, 16(4), 322-344.
William, Y. (1994). School experience: A collaborative partnership. Annual meeting of the Australian Teacher Education Association toplantısında sunulmuş sözlü bildiri, Brisbane, Queensland, Australia.
Wilmore, E. L. ve Bratlien, M. J. (2005). Mentoring and tutoring within administrative internship programs in American universities. Mentoring and Tutoring, 13(1), 23-37.
Yıldırım, A. (2013). Teacher education research in Turkey: Trends, issues, and priority areas. Eğitim ve Bilim, 38(169), 175-191.