Enthusiasm vs. experience in mentoring: A comparison of Turkish novice and experienced teachers in fulfilling supervisory roles

His study investigates how trainee teachers perceive their supervising teachers' supervisory competency. Through a questionnaire that was specifically developed for this study and which contained open-ended questions, student teacher candidates were asked to comment on their supervising teachers' competency in preparation for supervision, instructional planning and reflection, and collegial supervision and effective mentoring. Data for this study was gathered from 690 student teachers who were in their last year in college pursuing a teaching credential. The results indicated that the student teachers rated their supervising teachers' competency in supervision as poor to partially competent. Although there is no significant relation found between the gender and fulfillment of supervisory duties, the main significant finding was between supervising teachers' experience in teaching and completion of the supervisory role. The results showed that the younger or less experienced supervising teachers demonstrated better supervisory skills. Furthermore, our results indicated that although experience is important, it should not be the only criterion for selecting supervising teachers for supervisory duty.


Problems that preschool teachers face in the curriculum implementation
Erden, Emine; Engin Demir, Cennet; Department of Educational Sciences (2010)
This study aimed at investigating the challenges preschool teachers face in the curriculum implementation and whether these challenges differ in relation to teachers’ level of education, department they graduated from, the type of the school they are working in, teaching experience and level of in-service training. In addition, in this study, it was also aimed to find out the underlying reasons of most frequently stated issues of implementation from the teachers’ perspectives. In the present study, both qua...
The effect of the 'teacher-led PD for teachers' professional development program on students? achievement: an experimental study
Balta, Nuri; Eryılmaz, Ali (Informa UK Limited, 2019-10-13)
Teacher professional development, in particular, has been at the center of efforts designed to increase teaching practice and the learning of students. The aim of the study was to investigate the effect of the ?teacher-led PD for teachers? program, developed by the researchers, on students? achievements. The study was conducted with six high school physics teachers and 306 students in Turkey. The professional development intervention lasted for seven weeks, and teachers had 21?hours of professional developm...
Noticing Student Mathematical Thinking Within the Context of Lesson Study
GÜNER, Pınar; Akyüz, Didem (SAGE Publications, 2019-12-21)
The purpose of this study is to investigate a preservice middle school mathematics teacher's noticing of student mathematical thinking within the context of lesson study as a component of a teaching practicum course in a teacher education program. This study also examines how preservice teacher education experiences in the context of lesson study influence the noticing skill of the participant preservice teacher, Lisa. Results indicated that the lesson study process supported teacher noticing of student mat...
Investigating the decision-making skills of cooperating teachers and student teachers of English in a Turkish context
OSAM, ÜLKER; Balbay, Seher (Elsevier BV, 2004-10-01)
Research on decision-making skills of teachers has indicated the importance of experience. Also, occupational culture has been found significantly related to teachers' thinking and behavior in the class. This study investigates in what aspects experienced teachers (cooperating teachers) and less experienced teachers) (student teachers) differ when making instant decisions on diverting from their lesson plans as they teach, and what cultural/institutional influences can be related to these differences. The d...
Development of instructional design model for drama course offered in faculty of education
Özbek, Gökçen; Kiraz, Ercan; Department of Educational Sciences (2009)
The main aim of this study is to develop an instructional design model of drama course for preservice teachers in Faculty of Education. Firstly, to reach this aim the models in the literature were reviewed and the model was created as synthesis of them. In addition of this, the drama courses at universities were examined and the last version of this model was shaped. Secondly, the effectiveness of the model was tested through developing a drama instruction to the preservice English Language teachers. The sa...
Citation Formats
E. KIRAZ and İ. S. Yıldırım, “Enthusiasm vs. experience in mentoring: A comparison of Turkish novice and experienced teachers in fulfilling supervisory roles,” ASIA PACIFIC EDUCATION REVIEW, pp. 250–261, 2007, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/46234.