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Peer Group Mentoring in Teacher Education

Year 2019, Volume: 36 Issue: 2, 1 - 26, 15.12.2019

Abstract

This study investigates the effects of Peer Group Mentoring (PGM) included in the School Experience courses on preservice maths teachers’ professional, personal and social development. The sample consisted of 5 senior preservice maths teachers. A holistic single case study design within the qualitative paradigm was used. Diaries, PGM records and a PGM evaluation scale were used as data collection tools. The results show that PGM provides positive support to preservice maths teachers’ development with regard to professional, personal and social dimentions. It is recommended that PGM be integrated into preservice teacher training programs in parallel with School Experience courses. Longitudinal studies are needed to establish the PGM culture.

References

  • Akyol H. ve Ulusoy, M. (2015). Towards small group mentoring in Turkey. In H. L. T. Heikkinen, L. Swachtenve H. Akyol (Eds.), Bridge over troubled water (164-183). Ankara: Pegem Akademi. Atay, D.Y. (2001). The relationship between collaboration and professional development: Possible effects of ELF student teacher/supervising teacher dialogue on the beliefs and instructional practices of the ELF supervising teachers. Yayınlanmamış doktora tezi. Boğaziçi Üniversitesi, İstanbul. Bandura, A. (1997). Self-efficacy: The Exercise of control. New York, NY: Freeman. Bell, B. Ve Gilbert, J. (1996). Teacher development: A Model from science education. London: Falmer Press. Burschor, C. B. ve Kamm, E. (2015). Supporting student teachers’ reflective attitude and research-oriented stance. Educational Research for Policy and Practice, 14(3), 231-245. Darwin, A. ve Palmer, E. (2009). Mentoring circles in higher education. Higher Education Research & Development, 28(2), 125-136. Estola, E., Syrjala, L. ve Maunu, T. (2012). The first year as a teacher. In L. T. H. Heikkinen, H. Jokinen ve P. Tynjälä (Eds.), Peer-group mentoring for teacher development (pp. 43-51). Milton Park: Routledge. European Commission. 2010. Developing coherent and system-wide induction programmes for beginning teachers: A Handbook for policymakers. Brussels: Europenan Commission. European Commission Staff Working Document SEC (2010) 538 final Geeraerts, P.T., Heikkinen, L. T. H., Markkanen, I., Pennanen, M. ve Gijbels, D. (2014). Peer-group mentoring as a tool for teacher education. European Journal of Teacher Education, 38(3), 358-377. Ghaye, A. ve Ghaye, K. (1999). Teaching and learning through critical reflective practice. London: David Fulton Publishers. Hamarat, F. (2002). İlköğretim okulu yöneticilerinin aday öğretmenleri işbaşında yetiştirmedeki rolü ve yetiştirme uygulamaları (Yayınlanmamış yükseklisans tezi). Ankara Üniversitesi, Ankara. Heikkinen, L. T. H., Jokinen, H. ve Tynjälä, P. (2012). Teacher education and development as lifelong and lifewide learning. In L. T. H. Heikkinen, H. Jokinen & P. Tynjälä (Eds.), Peer-group mentoring for teacher development (3-30). Milton Park: Routledge. Korhonen, H., Heikkinen H. L. T. ve Kiviniemi, U. (2015) Peer-group mentoring in Finland. In H. L. T. Heikkinen, L. Swachten & H. Akyol (Eds.), Bridge over troubled water (122-144). Ankara: Pegem Akademi. http://www.paedeia.net/LinkClick.aspx?fileticket=2CHwGOm1Ado%3D&tabid=231 Kynaslahti, H., Kansanen, P., Jyrhama, R., Krokfors, L., Maaranen, K. ve Toom, A. (2006) The multimode programme as a variation of research-based teacher education. Teaching and Teacher Education, 22, 246–256. Lebow, D. (1993), Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology Research and Development, 41(3), 4-16. http://www.jstor.org/stable/30218384 27/04/2010. Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago. Maki, P. (2012). Diverse landscapes of mentoring. In H. L. T. Heikkinen, H. Jokinen ve P. Tynjälä (Eds.), Peer-group mentoring for teacher development (7-77). Milton Park: Routledge. Martins, M.D. (2012). The development of interdisciplinary teaching approaches among pre-service science and mathematics teachers (Yayınlanmamış yüksek lisans tezi). McGill University, Montreal. Ulubey, Ö., Yıldırım, K. ve Alpaslan, M. M. (2018). Pedagojik formasyon eğitimi sertifika programının öğretmen adaylarının öğretmen kimlik algısına etkisinin incelenmesi. MSKU Eğitim Fakültesi Dergisi, 5(1): 48-55. Rajakaltio, H. & Syrjalainen, E. (2012). Peer group mentoring in the context of transforming local administration. In H. L. T. Heikkinen, H. Jokinen ve P. Tynjälä (Eds.), Peer-group mentoring for teacher development (78-88). Milton Park: Routledge. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Schunk, D.H. (2012). Learning theories: An Educational perspective. Boston, MA: Pearson. Sundli, L. (2007). Mentoring- A new mantra for education? Teaching and Teacher Education, 23(2): 201-214. Valijarvi, J. & Heikkinen, H. L. T (2012). Peer-group mentoring and the culture of teacher education in Finland. In H. L. T. Heikkinen, H. Jokinen ve P. Tynjälä (Eds.), Peer-group mentoring for teacher development (31-40). Milton Park: Routledge. Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard Press. Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin. Yükseköğretim Kurulu (YÖK), (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007): Öğretmenin üniversitede yetiştirilmesinin değerlendirilmesi, ANKARA. http://www.yok.gov.tr/documents/10279/30217/yok_ogretmen_kitabı Yükseköğretim Kurulu (YÖK), (1998). Eğitim fakülteleri öğretmen yetiştirme programlarının yeniden düzenlenmesi. Ankara. Zembylas, M. (2003). Cering for teacher emotion: Reflection on teacher self development. Studies in Philosophy and Education, 22, 103-125.

Öğretmen Eğitiminde Akran Grup Danışması

Year 2019, Volume: 36 Issue: 2, 1 - 26, 15.12.2019

Abstract

Bu çalışmada Akran Grup Danışmasının (AGD) Okul Deneyimi dersi kapsamında uygulanmasının matematik öğretmen adaylarının profesyonel gelişimlerine mesleki, sosyal ve kişisel boyutlardaki etkisi araştırılmıştır. Araştırmanın çalışma grubunu 5 matematik öğretmen adayı oluşturmuş ve nitel araştırma paradigması içinde yer alan çalışmada Bütüncül Tek Vaka deseni kullanılmıştır. AGD oturum kayıtları, günlükler ve AGD Değerlendirme Formu veri toplama aracı olarak kullanılmıştır. Elde edilen bulgulara göre AGD modelinin öğretmen adaylarının profesyonel gelişimlerine mesleki, kişisel ve sosyal boyutlarda etkili olduğu görülmüştür. AGD oturumlarının Okul Deneyimi dersleriyle paralellik gösterecek şekilde öğretmen yetiştirme programlarına bütünleştirilmesi önerilmektedir. AGD kültürünün oluşması için daha uzun soluklu çalışmalara ihtiyaç vardır.

References

  • Akyol H. ve Ulusoy, M. (2015). Towards small group mentoring in Turkey. In H. L. T. Heikkinen, L. Swachtenve H. Akyol (Eds.), Bridge over troubled water (164-183). Ankara: Pegem Akademi. Atay, D.Y. (2001). The relationship between collaboration and professional development: Possible effects of ELF student teacher/supervising teacher dialogue on the beliefs and instructional practices of the ELF supervising teachers. Yayınlanmamış doktora tezi. Boğaziçi Üniversitesi, İstanbul. Bandura, A. (1997). Self-efficacy: The Exercise of control. New York, NY: Freeman. Bell, B. Ve Gilbert, J. (1996). Teacher development: A Model from science education. London: Falmer Press. Burschor, C. B. ve Kamm, E. (2015). Supporting student teachers’ reflective attitude and research-oriented stance. Educational Research for Policy and Practice, 14(3), 231-245. Darwin, A. ve Palmer, E. (2009). Mentoring circles in higher education. Higher Education Research & Development, 28(2), 125-136. Estola, E., Syrjala, L. ve Maunu, T. (2012). The first year as a teacher. In L. T. H. Heikkinen, H. Jokinen ve P. Tynjälä (Eds.), Peer-group mentoring for teacher development (pp. 43-51). Milton Park: Routledge. European Commission. 2010. Developing coherent and system-wide induction programmes for beginning teachers: A Handbook for policymakers. Brussels: Europenan Commission. European Commission Staff Working Document SEC (2010) 538 final Geeraerts, P.T., Heikkinen, L. T. H., Markkanen, I., Pennanen, M. ve Gijbels, D. (2014). Peer-group mentoring as a tool for teacher education. European Journal of Teacher Education, 38(3), 358-377. Ghaye, A. ve Ghaye, K. (1999). Teaching and learning through critical reflective practice. London: David Fulton Publishers. Hamarat, F. (2002). İlköğretim okulu yöneticilerinin aday öğretmenleri işbaşında yetiştirmedeki rolü ve yetiştirme uygulamaları (Yayınlanmamış yükseklisans tezi). Ankara Üniversitesi, Ankara. Heikkinen, L. T. H., Jokinen, H. ve Tynjälä, P. (2012). Teacher education and development as lifelong and lifewide learning. In L. T. H. Heikkinen, H. Jokinen & P. Tynjälä (Eds.), Peer-group mentoring for teacher development (3-30). Milton Park: Routledge. Korhonen, H., Heikkinen H. L. T. ve Kiviniemi, U. (2015) Peer-group mentoring in Finland. In H. L. T. Heikkinen, L. Swachten & H. Akyol (Eds.), Bridge over troubled water (122-144). Ankara: Pegem Akademi. http://www.paedeia.net/LinkClick.aspx?fileticket=2CHwGOm1Ado%3D&tabid=231 Kynaslahti, H., Kansanen, P., Jyrhama, R., Krokfors, L., Maaranen, K. ve Toom, A. (2006) The multimode programme as a variation of research-based teacher education. Teaching and Teacher Education, 22, 246–256. Lebow, D. (1993), Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology Research and Development, 41(3), 4-16. http://www.jstor.org/stable/30218384 27/04/2010. Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago. Maki, P. (2012). Diverse landscapes of mentoring. In H. L. T. Heikkinen, H. Jokinen ve P. Tynjälä (Eds.), Peer-group mentoring for teacher development (7-77). Milton Park: Routledge. Martins, M.D. (2012). The development of interdisciplinary teaching approaches among pre-service science and mathematics teachers (Yayınlanmamış yüksek lisans tezi). McGill University, Montreal. Ulubey, Ö., Yıldırım, K. ve Alpaslan, M. M. (2018). Pedagojik formasyon eğitimi sertifika programının öğretmen adaylarının öğretmen kimlik algısına etkisinin incelenmesi. MSKU Eğitim Fakültesi Dergisi, 5(1): 48-55. Rajakaltio, H. & Syrjalainen, E. (2012). Peer group mentoring in the context of transforming local administration. In H. L. T. Heikkinen, H. Jokinen ve P. Tynjälä (Eds.), Peer-group mentoring for teacher development (78-88). Milton Park: Routledge. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Schunk, D.H. (2012). Learning theories: An Educational perspective. Boston, MA: Pearson. Sundli, L. (2007). Mentoring- A new mantra for education? Teaching and Teacher Education, 23(2): 201-214. Valijarvi, J. & Heikkinen, H. L. T (2012). Peer-group mentoring and the culture of teacher education in Finland. In H. L. T. Heikkinen, H. Jokinen ve P. Tynjälä (Eds.), Peer-group mentoring for teacher development (31-40). Milton Park: Routledge. Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard Press. Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin. Yükseköğretim Kurulu (YÖK), (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007): Öğretmenin üniversitede yetiştirilmesinin değerlendirilmesi, ANKARA. http://www.yok.gov.tr/documents/10279/30217/yok_ogretmen_kitabı Yükseköğretim Kurulu (YÖK), (1998). Eğitim fakülteleri öğretmen yetiştirme programlarının yeniden düzenlenmesi. Ankara. Zembylas, M. (2003). Cering for teacher emotion: Reflection on teacher self development. Studies in Philosophy and Education, 22, 103-125.
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Details

Primary Language Turkish
Journal Section Original Articles
Authors

Hasret Aydın This is me

Publication Date December 15, 2019
Published in Issue Year 2019 Volume: 36 Issue: 2

Cite

APA Aydın, H. (2019). Öğretmen Eğitiminde Akran Grup Danışması. Bogazici University Journal of Education, 36(2), 1-26.