Öğretmen Adaylarının Öğretmenlik Uygulaması Dersi Kapsamında Yürütülecek Formal Mentorluk İlişkilerinin Niteliğini Artırmaya Yönelik Önerileri

Year 2025, Issue: 66, 3917 - 3966, 29.12.2025

Burcu Kaymak

https://doi.org/10.53444/deubefd.1623347

Abstract

Öğretmenlik uygulaması profesyonel mentor yetkinliğine sahip eğitimciler tarafından verilmesi gereken bir derstir. Bu çalışma üç aşamalı bir çalışmanın ikinci basamağını oluşturmakta, elde edilecek görüşler doğrultusunda sürecin yapılandırılmasına yardımcı olması bakımından kıymetli görülmekte, öğretmen adaylarına profesyonel mentorluk desteğinin sağlanması için görüş ve beklentileri ortaya koymayı hedeflemektedir. Bu çalışmada fenomenoloji deseni kullanılmıştır. Çalışmada ölçüt örneklemden yararlanılarak, katılımcıların verileri yapılan yarı yapılandırılmış görüşme soruları ve odak grup görüşmesi ile toplanmıştır. İki farklı odak grup halinde yapılan görüşmelere her bir grupta sekiz katılımcı olmak üzere toplam 16 sosyal bilgiler öğretmen adayı katılım sağlamıştır. Çalışmada mentor ve mentinin özelliklerine yönelik çeşitli görüşler belirtilirken, mentor destekli öğretmenlik uygulamasına yönelik önerilerde bulunulmuş, öğretmenlik uygulamasında desteklenilmesi istenilen çeşitli konular vurgulanmıştır., Mentor ve profesyonel bir mentorluk desteğinin öğretmen adayları için ulaşılabilir olması, uygulama öğretmenlerinin mentor yetkinliğine sahip olarak eğitim fakültelerinden mezun edilmesi çalışmanın bazı önerileri arasında yer almaktadır.

Keywords

sosyal bilgiler , öğretmenlik uygulaması , mentor , menti. , mentorluk

Suggestions of Prospective Teachers to Increase the Quality of Formal Mentoring Relationships to be Conducted Within the Scope of the Teaching Practice Course

Abstract

Teaching practice is a course that should be given by educators with professional mentor competence. This study constitutes the second step of a three-stage study, it is considered valuable in terms of helping to structure the process in line with the opinions to be obtained, it aims to reveal opinions and expectations for providing professional mentoring support to teacher candidates. Phenomenology pattern was used in this study. In the study, using the criterion sample, the participants' data were collected through a focus group interview. A total of 16 social studies teacher candidates, including eight participants in each group, participated in the interviews conducted in two different focus groups. In the study, various opinions on the characteristics of mentors and mentee were stated, suggestions were made for mentor-supported teaching practice, and various issues that need to be supported in teaching practice were highlighted., The availability of mentors and professional mentoring support for teacher candidates, graduation of practical teachers from faculties of education with mentor Deciency are among the main recommendations of the study.

Keywords

social studies , mentoring , teaching practice , mentor , mentee

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