Eğitim Fakültelerinde Akademik Mentorluk ve Göreve Yeni Başlayan Öğretim Üyelerinin Mentorluk İhtiyaçları

Bu çalışmanın amacı mesleğe yeni başlamış olan öğretim üyelerinin yaşadıkları problemleri belirlemek, bu problemlerin çözümü sürecinde kimlerden ve daha çok hangi konularda destek aldıklarını konusunda bilgi edinmek ve yeni öğretim üyelerine yönelik olarak Amerika Birleşik Devletleri ve Birleşik Krallık gibi dünyada farklı ülkelerde uygulanmakta olan akademik mentorluğa ilişkin görüşlerini ortaya koymaktır. Bu amaç doğrultusunda çalışmada nitel araştırma yöntemi kullanılmış ve dört farklı eğitim fakültesinde göreve son üç yıl içerisinde başlamış olan 14 öğretim üyesinin görüşlerine başvurulmuştur. Araştırmanın sonuçları, yeni öğretim üyelerinin ilk yıllarda fazla ders yüküne sahip olma, araştırma yapmaya zaman ayıramama, öğretim üyeliğine geçiş sürecinde uyum sorunu yaşama, meslektaşlar ile akademik işbirliği sağlayamama gibi problemler yaşadıklarını ortaya koymaktadır. Öğretim üyeleri bu problemlerin üstesinden gelebilmek için daha çok kendilerine yakın hissett ikleri kişilerden ya da doktora danışmanlarından destek aldıklarını ifade etmişlerdir. Ancak, doktorasını yurt dışında tamamlamış öğretim üyeleri bu süreçte büyük sıkıntılar yaşadıklarını ve sistem içerisinde kendilerini yalnız hissett iklerini belirtmiştir. Öğretim üyeleri, mesleklerinin ilk yıllarında desteğe ihtiyaç duydukları konuları ise eğitim-öğretim, araştırma ve idari faaliyetler şeklinde tanımlamışlardır. Hem kurumlarına uyum hem de belirtt ikleri konularda destek olması için kendilerine mentor atanması konusunda ise birçok öğretim üyesi olumlu görüş bildirmişse de böyle bir uygulamanın doğurabileceği bazı sakıncalar da dile getirilmiştir. Özellikle doktoralarını yurt dışında ya da yurt içinde şu an görev yaptıkları kurumdan farklı bir yerde tamamlamış öğretim üyelerine yönelik mentorluk uygulamasının faydalı olabileceği düşünülmektedir.

Academic Mentorship and the Mentorship Needs of New Faculty Members in Faculties of Education

Th e aim of this study is to determine the problems of new faculty members who are in their first years of profession, to gather information about from whom and on which topics they receive support in the process of solving these problems and to present their views on academic mentoring process which is implemented for novice faculty members in diff erent countries of the world such as the United States and United Kingdom. With this purpose, a qualitative research method was used in this study and 14 faculty members from four diff erent universities who started their profession at Faculty of Education in last three years were interviewed. Th e results of the study indicated that in their first years of profession new faculty members experienced such problems as heavy workload concerning the taught courses, lack of time for doing research, adaptation diff iculties during their transition to faculty membership, and lack of academic cooperation with colleagues. Th e participants stated that they received substantial support from their colleagues with whom they had a close relationship or from their doctorate supervisors in order to overcome these problems. However, the participants who completed their PhDs abroad indicated that they had serious problems during this process and they felt themselves lonely in the system. Faculty members also defined the areas in which they needed professional support as research, administrative and teaching activities Finally, many participants stated that having a mentor in charge of helping them on these issues would be beneficial for their professional development, while some also emphasized the possible drawbacks of such an implementation. It is considered that academic mentorship process could be beneficial especially for the novice faculty members who have completed their PhDs at institutions diff erent from their current universities in Turkey or from institutions abroad.

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