Şule KERVANCIOĞLU, Birsen BAĞÇECİ, Fadime YALÇIN ARSLAN, Emrah CİNKARA

İNGİLİZCE ÖĞRETMENLERİNİN MESLEKİ GELİŞİM FAALİYETİ OLARAK MENTÖRLÜK: BİR ÜNİVERSİTE HAZIRLIK PROGRAMI ÖRNEĞİ

Mentörlük uygulaması öğretmenlerin mesleki gelişimi için yaygın olarak kullanılan daha deneyimli ve bilgili bir kişinin daha az tecrübeli ve bilgili meslektaşına mesleki anlamda gelişimine yardımcı olmak amacıyla destek sağlaması sürecidir. Bu çalışma kapsamında Gaziantep Üniversitesi Yabancı Diller Yüksekokulunda görevli 50 İngilizce okutmanı 4-5 kişilik gruplar halinde bir mentör eşliğinde belirli gündemlerle grup toplantıları yapmıştır. Veri toplamak amacıyla oluşturulan anket uygulaması yapılmış ve elde edilen bulgulara göre odak grup belirlenerek 5 okutman ile bire-bir görüşme yapılmıştır. Anket uygulaması ve elde edilen sonuçlara göre yapılan görüşme kayıtları ile hem nicel hem de nitel veri toplanmıştır. Elde edilen sonuçlara göre, mentörlük uygulaması İngilizce okutmanlarının mesleki gelişimine olumlu katkı sağladığı belirlenmiştir. Bu bağlamda okutmanların mentörlük ile ilgili paylaşımları sonucunda uygulamanın mesleki gelişim ve kişisel gelişim olarak iki kategoride etkinliği belirlenmiştir. Ayrıca, uygulanan bu programın faydalarının sadece mentörlük alan kişi ile sınırlı olmadığı aynı zamanda mentörün ve kurumun da gelişimine katkıda bulunduğu belirlenmiştir. Sonuç olarak geliştirilen bu mentörlük uygulamasının olumlu sonuçları ortaya çıkartılmıştır

MENTORING AS A PROFESSIONAL DEVELOPMENT ACTIVITY FOR EFL TEACHERS: A CASE OF A TERTIARY LEVEL ENGLISH PREPARATORY PROGRAM

Mentorship has been described as a process during which a more experienced and knowledgeable person provides support, encourages learning and reflection with another less experienced and knowledgeable person in order to help that person's professional development. In this study, we designed a mentorship programme in which 50 EFL instructors at Gaziantep University School of Foreign Languages participated on voluntary basis. 10 participants were selected as mentors and the rest were mentees. Data collected through a custom questionnaire, and interviews with 5 participants. The results suggested a positive impact of the program on not only the mentees, but also the mentors and the institution. The programme was found to be efficient in terms of providing support and role modelling as well as finding solutions to their immediate problems. Therefore, it is assumed that such programs could be of high benefit for preparation schools at tertiary level where continuous development and supervision is required

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