INVESTIGATING INFORMAL MENTORING PROCESS IN TERMS OF ITS POTENTIAL TO SUPPORT STUDENT TEACHER IDENTITY DEVELOPMENT: A CASE STUDY

Download

Dilek.Fazlıoğlu.pdf

Date

2022-3-11

Author

Fazlıoğlu, Dilek

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

220
views

277
downloads

This case study aimed to investigate how an informal mentoring relationship among student teachers and mentor teachers has worked to support student teachers’ professional identity development. The study also aimed to explore the potential of the informal mentoring process on student teacher identity development from the perspectives of student teachers and mentor teachers. The study was conducted within the scope of a classroom management course offered at the faculty of education at a well-known public university in Turkey in the 2020-2021 Spring Term. The multiple data resources included video recordings, semi-structured interviews with mentor teachers, and semi-structured interviews with student teachers. Video recordings captured the informal mentoring process in which 22 student teachers and five mentor teachers codesigned a lesson plan related to a classroom management topic in groups. Also, five mentor teachers and eleven student teachers participated in semi-structured interviews. Thematic analysis method was used for data analysis. All data were analyzed utilizing Izadinia’s (2018) principles as a theoretical lens through MAXQDA (2020) software. The data analysis revealed that the informal v mentoring process has the potential to support student teachers’ professional identity development. Mentor teachers made use of several principles that has the potential to inform student teachers’ professional identity development such as building and maintaining a strong relationship, offering support and encouragement, providing ongoing feedback, making time for reflective activities, creating a positive environment, enabling awareness, self-identifications, and future projections.

Subject Keywords

Student Teachers’ Professional Identity, Mentoring, Informal Mentoring, Student Teachers, In-service Teachers

URI

https://hdl.handle.net/11511/96569

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

An Exploration on mentoring process in ELT practicum: perspectives of student teachers, cooperating teachers, and supervisors Aydın, Özge; Ok, Ahmet; Department of Educational Sciences (2016) The present study aimed to investigate mentoring practices by focusing on the fulfillment of mentoring roles-responsibilities, and problems encountered in practicum from the viewpoints of three actors, who are namely student teachers, supervisors, and mentors. The participants of the study were 194 student teachers who were senior students from English Language Teaching departments at three state universities in Ankara, ten supervisors who actively supervised Practice Teaching course at the above-mentioned ...
Induction into teaching: a multiple-case study of the first year teachers’ experiences at schools / Cihan, Tuğba; Yıldırım, Ali; Department of Elementary Education (2016) The aim of this study was to examine the first year of four novice teachers in the teaching profession with regard to their perceptions and experiences about the classroom processes they undergo, professional development, relationships with students and colleagues, teaching performance, mentorship, personal life and the pre-service teacher education in addition to their mentors’ perceptions regarding the induction process. The study adopted a qualitative multiple-case study design and data were collected fr...
An Investigation of Turkish Early Childhood Teachers' Self-Reported Beliefs and Practices Regarding Assessment BULDU, METEHAN; Erden, Feyza (2017-01-01) This paper presents an examination of Turkish early childhood education teachers' self-reported beliefs and practices in relation to classroom assessment, to determine their relationship to the teachers' educational and professional backgrounds. A survey method was applied to 194 teachers in private and public early childhood education centers serving children three to six years located in Ankara, Turkey. Results revealed that the early childhood education teachers' beliefs were correlated with their classr...
In-class social problem solving abilities of classroom teachers: a self-determination theory based study Ulaş Marbouti, Jale; Aksu, Meral; Department of Educational Sciences (2015) The purpose of the current study was to investigate how well perceived teacher autonomy, teacher self-efficacy, and vocational social support predict in-class social problem solving ability of classroom teachers. In order for this investigation, a structural model was constructed based on Self-Determination Theory (SDT) and tested throughout the study. Data were collected via In-Class Social Problem Solving Inventory Scale (ICSPSI), Teacher Autonomy Scale-Turkish Teachers (TAST), Vocational Social Support S...
Investigating the Impact of Long-term Professional development through Teacher Evaluation Oktay, Özlem; Eryılmaz, Ali (Nesibe Aydın Education Inst, 2020-9-8) Educational reform efforts support professional development (PD) programs for teachers as a means to establishing possible outcomes that may affect changing teacher practices, student learning, and impact on economic and educational foundations. PD programs require evaluation in order to appraise their effectiveness, and seeking participant opinion following program implementation is one such valid method. The aim of the current study is to determine in-service physics teachers' evaluation about the impact ...

Citation Formats

D. Fazlıoğlu, “INVESTIGATING INFORMAL MENTORING PROCESS IN TERMS OF ITS POTENTIAL TO SUPPORT STUDENT TEACHER IDENTITY DEVELOPMENT: A CASE STUDY,” M.S. - Master of Science, Middle East Technical University, 2022.