Nazmiye YEMEZ, Mukaddes ÇOBAN, Derin ATAY

Türkiye’de Hizmet Öncesi Öğretmen Eğitiminde Mentorluğun Tarihi

Bu incelemenin konusu Türkiye Cumhuriyeti’nin kuruluşundan (1923) itibaren hizmet öncesi öğretmen eğitiminde mentorluğun tarihidir. Yapılan literatür taramasında 1923 ile 1998 arasında hizmet öncesi öğretmen eğitiminde mentorluğa ilişkin kaynağa ulaşılamamıştır. Bununla beraber, tam ve net bir formasyonu olmasa da hizmet öncesi öğretmen eğitiminde mentorluk uygulamalarına gayri resmi olarak Köy Enstitülerinden itibaren (1940-1954) başlandığı, sonraki senelere daha yapılandırılmış bir halde ulaştırıldığı izlenmiştir. Türkiye’de hizmet öncesi öğretmen mentorluğu literatürde 1980 ve sonrasındaki çalışmalarda yer almaktadır. Çalışmada kronolojik olarak dönem incelemesi yapılmıştır. İlk olarak, 1940-1954 yılları arasında açık kalan Köy Enstitülerinde resmi olmayan, yapılandırılmamış ve/veya adı konulmamış bir mentorluk sisteminin olduğuna ulaşılabilir. Sonrasında, 1998 yılı reformlarıyla yapılandırılmış hizmet öncesi öğretmen mentorluğu programı başlamıştır. Bu gelişme sonrası Klinik Süpervizyon Modeli pilot çalışması ve e-mentorluk çalışmalarının da deneyimlenmesi ile literatürde hizmet öncesi öğretmen eğitiminde uygulamalı çalışmalar betimleyici bir yaklaşımla incelenmiştir. Son olarak, uygulanan programlar arasında katılımcılar tarafından daha verimli olduğu düşünülen hizmet öncesi mentorluk formasyonunun Klinik Süpervizyon Modeli olduğu gözlemlenmiştir. Bu bulgu hizmet öncesi öğretmen eğitimi programlarına katkı sağlayabilir.

History of Mentoring in Pre-Service Teacher Education in Turkey

This study aims to elaborate on the history of mentoring in pre-service teacher education in Turkey since the foundation of the republic (1923). Existing literature does not provide information about the availability of an implemented pre-service teacher education between 1923 to 1998. However, a non-structured, undesignated formation in pre-service teacher training was initiated unofficially in the Village Institutes (1940-1954) and the formation reached a better structure in the following decades. The literature on pre-service teacher mentorship in Turkey emerged in the post-1980s. This study examines pre-service teacher mentorship chronologically. Firstly, an incipient pre-service teacher mentoring was inferred within the Village Institutes (1940-1954), albeit a non-structured, undesignated system. Next, a structured practicum mentorship was initiated in pre-service teacher education due to post-1998 reforms. Upon such progress, the Clinical Supervision Model piloting and e-mentorship implementations have been examined in pre-service teacher education studies which have been reviewed within a descriptive approach. Finally, the study concludes that the Clinical Supervision Model has been perceived significantly effective by the parties involved in pre-service teacher mentoring implementations. This finding may contribute to pre-service teacher education programs.

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