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Year 2016, Volume: 13 Issue: 34, 0 - 0, 29.06.2016

Abstract

References

  • Aslan, B., & Öcal, S. D. (2012). A case study on mentoring in a teacher development program. Journal of Education and Future,(2), 31–48.
  • Blackwell, J. E. (1989). Mentoring: An action strategy for increasing minority faculty. Academe, 75(5), 8–14.
  • Brown, K. (2001). Mentoring and the retention of newly qualified language teachers. Cambridge Journal of Education, 31, 69–88.
  • Bruce, M. A. (1995). Mentoring women doctoral students: What counselor educators and supervisors can do? Counselor Education and Supervision, 35, 139–149.
  • Crisp, G., & Cruz, I. (2009). Mentoring college students: a critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525–545.
  • Devos, A. (2010). New teachers, mentoring and the discursive formation of professional identity. Teaching and Teacher Education, 26(5), 1219–1223.
  • Feiman–Nemser, S., & Parker, M. B. (1992). Mentoring in context: A comparison of two U.S. programs for beginning teachers (NCRTL special report). East Lansing, MI: National Center for Research on Teacher Learning, Michigan State University.
  • Garrigan, P. & Pearce, J. (1996) Use theory! Use theory!, Mentoring and Tutoring, 4(1), pp. 23–31.
  • Ganser, T. (2002). Building the capacity of school districts to design, implement, and evaluate effective new teacher mentor programs: Action points for colleges and universities. Mentoring and Tutoring, 10 (1), pp. 47–55.
  • Halai, A. (2006). Mentoring in–service teachers: Issues of role diversity. Teaching and Teacher Education, 22(6), 700–710.
  • Haring, M. J. (1999). The case for a conceptual base for minority mentoring programs. Peabody Journal of Education, 74(2), 1–4.
  • He, Y. (2010). Strength–based mentoring in pre–service teacher education: A literature review. Mentoring & Tutoring: Partnership in Learning, 17(3), 263–275.
  • Hobson, A. (2009). On being bottom of the pecking order: beginner teachers' perceptions and experiences of support. Teacher Development, 13(4), 299–320.
  • Johnson, S.M., Berg, J.H., & Donaldson, M.L. (2005). Who stays in teaching and why: A review of the literature on teacher retention. Cambridge, MA: Harvard Graduate School of Education.
  • Jacobi, M. (1991). Mentoring and undergraduate academic success: A review of the literature. Review of Educational Research, 61, 505–532.
  • Kajs, L. T. (2002). Framework for designing a mentoring program for novice teachers. Mentoring and Tutoring, 10(1), 57–69.
  • Kissau, S. P. and King, E. T. (2015), Peer Mentoring Second Language Teachers: A Mutually Beneficial Experience? Foreign Language Annals, 48, 143–160.
  • Leshem, S. (2012). The many faces of mentor–mentee relationships in a pre–service teacher education programme. Creative Education, 3, 413–421.
  • Lindgren, U. (2005). Experiences of beginning teachers in a school–based mentoring programme in Sweden. Educational Studies 31 (3), 251–63.
  • Luna, G,. & Cullen, D. L. (1995). Empowering the faculty: Mentoring redirected and renewed. ASHE–ERIC Higher Education Report no. 3. Washington, DC: The George Washington University.
  • McIntyre, J., Hobson, A.J., & Mitchell, N. (2009). Continuity, support, togetherness and trust: Findings from an evaluation of a university-administered early professional development programme for teachers in England. Professional Development in Education, 35(3), 357–79.
  • Moor, H., Halsey, K., Jones, M., Martin, K., Stott, A., Brown, C., & Harland, J. (2005). Professional Development for Teachers Early in their Careers: An Evaluation of the Early Professional Development Pilot Scheme. Nottingham: Department for Education and Skills.
  • Philip, K. and Hendry, L.B. (2000) Making sense of mentoring or mentoring making sense? Reflections on the mentoring process by adult mentors with young people. Journal of Community & Applied Social Psychology, 10, 211–223.
  • Randall, M. with Thornton, B. (2001). Advising and Supporting Teachers. Cambridge: Cambridge University Press.
  • Reed, C., Phillips, A., Parrish, T., & Shaw, C. (2002). Joint reflections on mentoring: Creating a legacy of care. In F. K. Kochan (Ed.), The Organizational and Human Dimension of Ssuccessful Mentoring Across Diverse Settings (p. 103–115). Greenwich, CT: Information Age Publishing.
  • Roberts, A. (2000) Mentoring revisited: A phenomenological reading of the literature. Mentoring and Tutoring, 8 (2), pp.145–170.
  • Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching, 44, 883–907.
  • Russell, M., & Russell, J. (2011) Mentoring relationships: Cooperating teachers on mentoring student interns. The Professional Educator, 35(1), 16–35.
  • Schwille, S. A. (2008). The professional practice of mentoring. American Journal of Education, 115, 139–167.
  • Wang, J., & Odell, S. J. (2002). Mentored learning to teach according to standards–based reform: A critical review. Review of Educational Research, 72(3), 481–546.
  • Wong, A., & Premkumar, K. (2007). An introduction to mentoring principles, processes, and strategies for facilitating mentoring relationships at a distance. (accessed November, 2015 at http://www.usask.ca/gmcte/ mentoring/PDFPart2.pdf )
  • Zimmerman, B. B., & Danette, P. (2007). Technical communication teachers as mentors in the classroom: Extending an invitation to students. Technical Communications Quarterly, 16(2), 175–200.

İngilizce Öğretmenlerinin Mesleki Gelişim Faaliyeti Olarak Mentörlük: Bir Üniversite Hazırlık Programı Örneği / Mentoring as a Professional Development Activity for EFL Teachers: A Case of a Tertiary Level English Preparatory Program

Year 2016, Volume: 13 Issue: 34, 0 - 0, 29.06.2016

Abstract

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.

References

  • Aslan, B., & Öcal, S. D. (2012). A case study on mentoring in a teacher development program. Journal of Education and Future,(2), 31–48.
  • Blackwell, J. E. (1989). Mentoring: An action strategy for increasing minority faculty. Academe, 75(5), 8–14.
  • Brown, K. (2001). Mentoring and the retention of newly qualified language teachers. Cambridge Journal of Education, 31, 69–88.
  • Bruce, M. A. (1995). Mentoring women doctoral students: What counselor educators and supervisors can do? Counselor Education and Supervision, 35, 139–149.
  • Crisp, G., & Cruz, I. (2009). Mentoring college students: a critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525–545.
  • Devos, A. (2010). New teachers, mentoring and the discursive formation of professional identity. Teaching and Teacher Education, 26(5), 1219–1223.
  • Feiman–Nemser, S., & Parker, M. B. (1992). Mentoring in context: A comparison of two U.S. programs for beginning teachers (NCRTL special report). East Lansing, MI: National Center for Research on Teacher Learning, Michigan State University.
  • Garrigan, P. & Pearce, J. (1996) Use theory! Use theory!, Mentoring and Tutoring, 4(1), pp. 23–31.
  • Ganser, T. (2002). Building the capacity of school districts to design, implement, and evaluate effective new teacher mentor programs: Action points for colleges and universities. Mentoring and Tutoring, 10 (1), pp. 47–55.
  • Halai, A. (2006). Mentoring in–service teachers: Issues of role diversity. Teaching and Teacher Education, 22(6), 700–710.
  • Haring, M. J. (1999). The case for a conceptual base for minority mentoring programs. Peabody Journal of Education, 74(2), 1–4.
  • He, Y. (2010). Strength–based mentoring in pre–service teacher education: A literature review. Mentoring & Tutoring: Partnership in Learning, 17(3), 263–275.
  • Hobson, A. (2009). On being bottom of the pecking order: beginner teachers' perceptions and experiences of support. Teacher Development, 13(4), 299–320.
  • Johnson, S.M., Berg, J.H., & Donaldson, M.L. (2005). Who stays in teaching and why: A review of the literature on teacher retention. Cambridge, MA: Harvard Graduate School of Education.
  • Jacobi, M. (1991). Mentoring and undergraduate academic success: A review of the literature. Review of Educational Research, 61, 505–532.
  • Kajs, L. T. (2002). Framework for designing a mentoring program for novice teachers. Mentoring and Tutoring, 10(1), 57–69.
  • Kissau, S. P. and King, E. T. (2015), Peer Mentoring Second Language Teachers: A Mutually Beneficial Experience? Foreign Language Annals, 48, 143–160.
  • Leshem, S. (2012). The many faces of mentor–mentee relationships in a pre–service teacher education programme. Creative Education, 3, 413–421.
  • Lindgren, U. (2005). Experiences of beginning teachers in a school–based mentoring programme in Sweden. Educational Studies 31 (3), 251–63.
  • Luna, G,. & Cullen, D. L. (1995). Empowering the faculty: Mentoring redirected and renewed. ASHE–ERIC Higher Education Report no. 3. Washington, DC: The George Washington University.
  • McIntyre, J., Hobson, A.J., & Mitchell, N. (2009). Continuity, support, togetherness and trust: Findings from an evaluation of a university-administered early professional development programme for teachers in England. Professional Development in Education, 35(3), 357–79.
  • Moor, H., Halsey, K., Jones, M., Martin, K., Stott, A., Brown, C., & Harland, J. (2005). Professional Development for Teachers Early in their Careers: An Evaluation of the Early Professional Development Pilot Scheme. Nottingham: Department for Education and Skills.
  • Philip, K. and Hendry, L.B. (2000) Making sense of mentoring or mentoring making sense? Reflections on the mentoring process by adult mentors with young people. Journal of Community & Applied Social Psychology, 10, 211–223.
  • Randall, M. with Thornton, B. (2001). Advising and Supporting Teachers. Cambridge: Cambridge University Press.
  • Reed, C., Phillips, A., Parrish, T., & Shaw, C. (2002). Joint reflections on mentoring: Creating a legacy of care. In F. K. Kochan (Ed.), The Organizational and Human Dimension of Ssuccessful Mentoring Across Diverse Settings (p. 103–115). Greenwich, CT: Information Age Publishing.
  • Roberts, A. (2000) Mentoring revisited: A phenomenological reading of the literature. Mentoring and Tutoring, 8 (2), pp.145–170.
  • Roehrig, G. H., Kruse, R. A., & Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching, 44, 883–907.
  • Russell, M., & Russell, J. (2011) Mentoring relationships: Cooperating teachers on mentoring student interns. The Professional Educator, 35(1), 16–35.
  • Schwille, S. A. (2008). The professional practice of mentoring. American Journal of Education, 115, 139–167.
  • Wang, J., & Odell, S. J. (2002). Mentored learning to teach according to standards–based reform: A critical review. Review of Educational Research, 72(3), 481–546.
  • Wong, A., & Premkumar, K. (2007). An introduction to mentoring principles, processes, and strategies for facilitating mentoring relationships at a distance. (accessed November, 2015 at http://www.usask.ca/gmcte/ mentoring/PDFPart2.pdf )
  • Zimmerman, B. B., & Danette, P. (2007). Technical communication teachers as mentors in the classroom: Extending an invitation to students. Technical Communications Quarterly, 16(2), 175–200.
There are 32 citations in total.

Details

Journal Section Araştırma Makaleleri
Authors

Emrah Cinkara

Fadime Yalçın Arslan

Birsen Bağçeci

Şule Kervancıoğlu This is me

Publication Date June 29, 2016
Published in Issue Year 2016 Volume: 13 Issue: 34

Cite

APA Cinkara, E., Yalçın Arslan, F., Bağçeci, B., Kervancıoğlu, Ş. (2016). İngilizce Öğretmenlerinin Mesleki Gelişim Faaliyeti Olarak Mentörlük: Bir Üniversite Hazırlık Programı Örneği / Mentoring as a Professional Development Activity for EFL Teachers: A Case of a Tertiary Level English Preparatory Program. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(34).
AMA Cinkara E, Yalçın Arslan F, Bağçeci B, Kervancıoğlu Ş. İngilizce Öğretmenlerinin Mesleki Gelişim Faaliyeti Olarak Mentörlük: Bir Üniversite Hazırlık Programı Örneği / Mentoring as a Professional Development Activity for EFL Teachers: A Case of a Tertiary Level English Preparatory Program. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. June 2016;13(34).
Chicago Cinkara, Emrah, Fadime Yalçın Arslan, Birsen Bağçeci, and Şule Kervancıoğlu. “İngilizce Öğretmenlerinin Mesleki Gelişim Faaliyeti Olarak Mentörlük: Bir Üniversite Hazırlık Programı Örneği / Mentoring As a Professional Development Activity for EFL Teachers: A Case of a Tertiary Level English Preparatory Program”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 13, no. 34 (June 2016).
EndNote Cinkara E, Yalçın Arslan F, Bağçeci B, Kervancıoğlu Ş (June 1, 2016) İngilizce Öğretmenlerinin Mesleki Gelişim Faaliyeti Olarak Mentörlük: Bir Üniversite Hazırlık Programı Örneği / Mentoring as a Professional Development Activity for EFL Teachers: A Case of a Tertiary Level English Preparatory Program. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 13 34
IEEE E. Cinkara, F. Yalçın Arslan, B. Bağçeci, and Ş. Kervancıoğlu, “İngilizce Öğretmenlerinin Mesleki Gelişim Faaliyeti Olarak Mentörlük: Bir Üniversite Hazırlık Programı Örneği / Mentoring as a Professional Development Activity for EFL Teachers: A Case of a Tertiary Level English Preparatory Program”, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 13, no. 34, 2016.
ISNAD Cinkara, Emrah et al. “İngilizce Öğretmenlerinin Mesleki Gelişim Faaliyeti Olarak Mentörlük: Bir Üniversite Hazırlık Programı Örneği / Mentoring As a Professional Development Activity for EFL Teachers: A Case of a Tertiary Level English Preparatory Program”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 13/34 (June 2016).
JAMA Cinkara E, Yalçın Arslan F, Bağçeci B, Kervancıoğlu Ş. İngilizce Öğretmenlerinin Mesleki Gelişim Faaliyeti Olarak Mentörlük: Bir Üniversite Hazırlık Programı Örneği / Mentoring as a Professional Development Activity for EFL Teachers: A Case of a Tertiary Level English Preparatory Program. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2016;13.
MLA Cinkara, Emrah et al. “İngilizce Öğretmenlerinin Mesleki Gelişim Faaliyeti Olarak Mentörlük: Bir Üniversite Hazırlık Programı Örneği / Mentoring As a Professional Development Activity for EFL Teachers: A Case of a Tertiary Level English Preparatory Program”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 13, no. 34, 2016.
Vancouver Cinkara E, Yalçın Arslan F, Bağçeci B, Kervancıoğlu Ş. İngilizce Öğretmenlerinin Mesleki Gelişim Faaliyeti Olarak Mentörlük: Bir Üniversite Hazırlık Programı Örneği / Mentoring as a Professional Development Activity for EFL Teachers: A Case of a Tertiary Level English Preparatory Program. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2016;13(34).

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