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Aday ve Danışman Öğretmenler için Mentorluk Rolleri Ölçeklerinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Year 2020, Volume: 7 Issue: 1, 349 - 375, 28.06.2020

Abstract

Bu çalışmanın amacı aday ve danışman öğretmenlerin mentorluk rollerine dair algılarını her iki taraf için ayrı ayrı belirleyebilen ‘Aday Öğretmen Mentorluk Rolleri Ölçeği’ (A-ÖMRÖ) ve ‘Danışman Öğretmen Mentorluk Rolleri Ölçeği’nin (D-ÖMRÖ) geliştirilmesidir. Ölçeklere yapılan Açımlayıcı Faktör Analizleri sonucunda A-ÖMRÖ için beş, D-ÖMRÖ için altı boyutlu bir yapı tespit edilmiştir. Faktör yapıları, Cohen mentorluk rolleri ile kısmen benzerlik göstermiştir. Ölçeklerin alt boyutları uzman görüşleri ve literatürden faydalanarak yeniden isimlendirilmiştir. Gerekli geçerlilik ve güvenirlilik çalışmaları tamamlanan ölçeklerin Cronbach Alfa iç tutarlılık katsayısı A-ÖMRÖ için 0.972, D-ÖMRÖ için 0.946 olarak tespit edilmiştir. Ayrıca, ölçeklere doğrulayıcı faktör analizleri gerçekleştirilmiş ve her iki ölçek için modellerin kabul edilebilir olduğu belirlenmiştir.

Supporting Institution

Destek alınan herhangi bir kurum yoktur.

References

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  • Bakioğlu, A., Hacıfazlıoğlu, Ö., & Özcan, K. (2010). Influence of mentors on principals’ career phases. Teachers and Teaching: Theory and Practice, 16(2), 245–259.
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  • Barrera, A., Braley, R. T., & Slate, J. R. (2010). Beginning teacher success: An investigation into the feedback from mentors of formal mentoring programs. Mentoring & Tutoring: Partnership in Learning, 18(1), 61–74.
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  • Bodilenyane, K., & Mooketsane, K. (2019, July). Transformational leadership and mentoring: A panacea for capacity building. International Conference on Public Administration and Development Alternative (IPADA)’da sunulmuş bildiri. https://pdfs.semanticscholar.org/fc58/64954edfe7370598f2c4b145887bad602bbc.pdf sayfasından erişilmiştir.
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  • Bülbül, İ., & Akyel, E. (2015). Expectations of the triad members for the roles and responsibilities of university supervisors and cooperating EFL teachers during the pre-service practicum. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 4(2), 58–100.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, E., Ö., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. PegemA.
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  • Erol, Y. C., & Özdemir, T. Y. (2018). Öğretmen adaylarının okul tabanlı mentorluk ve özyeterlik algılarının incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 874–894.
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  • Furlong, J., & Maynard, T. (1995). Mentoring student teachers: The growth of professional knowledge. London and New York, Routledge: Psychology. http://samples.sainsburysebooks.co.uk/9781135096168_sample_508039.pdf sayfasından erişilmiştir.
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  • Hall, K. M., Draper, R. J., Smith, L. K., & Bullough, R. V. (2008). More than a place to teach: Exploring the perceptions of the roles and responsibilities of mentor teachers. Mentoring and Tutoring: Partnership in Learning, 16(3), 328–345.
  • Hawkey, K. (1998). Mentor pedagogy and student teacher professional development: A study of two mentoring relationships. Teaching and Teacher Education, 14(6),657–670.
  • Hudson, P. (2004). Specific mentoring: A theory and model for developing primary science teaching practices. European Journal of Teacher Education, 27(2), 139–146.
  • Hudson, P. (2013). Mentoring as professional development: ‘growth for both’ mentor and mentee. Professional Development in Education, 39(5), 771–783. doi: 10.1080/19415257.2012.749415
  • Iacobucci, D. (2009). Everything you always wanted to know about SEM (structural equations modeling) but were afraid to ask. Journal of Consumer Psychology, 19(4), 673–680.
  • Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers' professional identity. Teaching and Teacher Education, 52, 1–10.
  • Kline, R.B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: The Guilford.
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  • Koç, E. M. (2011b). Factors affecting student teachers’ perceptions on mentor roles: A study at Distance English Language Teacher Training Program. Turkish Online Journal of Educational Technology, 10(1), 115–124.
  • Koç, E. M. (2012). Idiographic roles of cooperating teachers as mentors in pre-service distance teacher education. Teaching and Teacher Education, 28(6), 818–826.
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Development of Mentorship Roles Scales for the Candidate and Advisor Teachers: A Validity and Reliability Study

Year 2020, Volume: 7 Issue: 1, 349 - 375, 28.06.2020

Abstract

The purpose of this study is the development of Candidate Teacher Mentorship Roles Scale (C-TMRS) and Advisor Teacher Mentorship Roles Scale (A-TMRS), which aim to determine the perceptions regarding mentorship roles of the candidate and advisor teachers separately for both sides. As a result of the Exploratory Factor Analysis on the scales, a 5-dimension structure for C-TMRS and a 6-dimension structure for A-TMRS were determined. The factor structures have shown a partial resemblance with Cohen’s mentoring roles. The sub-dimensions of the scales were renamed using expert opinions and the literature. Cronbach Alfa internal consistency coefficients of the scales were found to be 0.972 for C-TMRS, and 0.946 for A-TMRS. Furthermore, confirmatory factor analyses were performed on the scales, and the models were found to be acceptable for both scales.

References

  • Aguilar-Gaxiola, S. (1984, April). The roles of mentors in the lives of graduate students. Annual Meeting of the American Educational Research Association’da sunulmuş bildiri, New Orleans, LA. http://files.eric.ed.gov/fulltext/ED244529.pdf sayfasından erişilmiştir.
  • Akarsu, B., & Kaya, H. (2012). Redesigning effective methods courses: Teaching pre-service teachers how to teach. Electronic Journal of Science Education, 16(1), 1–16.
  • Akçamete, G., Aslan, B., & Dinçer, Ç. (2010, Mayıs). Uygulama öğretmenlerinin mentörlük becerilerinin değerlendirilmesi. Uluslararası Öğretmen Yetiştirme Politikaları ve Sorunları Sempozyumu II’de sunulmuş bildiri, Hacettepe Üniversitesi, Ankara.
  • Bakioğlu, A., & Hacıfazlıoğlu, Ö. (2013). Mentorluk süreci ve yeni eğilimler. Bakioğlu, A. (Ed.), Eğitimde mentorluk içinde (s. 41–72). Ankara: Nobel.
  • Bakioğlu, A., Hacıfazlıoğlu, Ö., & Özcan, K. (2010). Influence of mentors on principals’ career phases. Teachers and Teaching: Theory and Practice, 16(2), 245–259.
  • Bakioğlu, A., Göğüş, N., Ülker, N., Bayhan, G., & Özgen, B. (2013). Mentorluk ve eğitimde mentorluk. Bakioğlu, A. (Ed.), Eğitimde mentorluk içinde (s. 1–40). Ankara: Nobel.
  • Barrera, A., Braley, R. T., & Slate, J. R. (2010). Beginning teacher success: An investigation into the feedback from mentors of formal mentoring programs. Mentoring & Tutoring: Partnership in Learning, 18(1), 61–74.
  • Bayram, N. (2004). Sosyal bilimlerde SPSS ile veri analizi. Bursa: 4 Nokta.
  • Bodilenyane, K., & Mooketsane, K. (2019, July). Transformational leadership and mentoring: A panacea for capacity building. International Conference on Public Administration and Development Alternative (IPADA)’da sunulmuş bildiri. https://pdfs.semanticscholar.org/fc58/64954edfe7370598f2c4b145887bad602bbc.pdf sayfasından erişilmiştir.
  • Brooks, V., Husbands, C. T., & Sikes, P. J. (1997). The good mentor guide: Initial teacher education in secondary schools. Buckingham: Open University.
  • Burke, R. J., & McKeen, C. A. (1990). Mentoring in organizations: Implications for women. Journal of Business Ethics, 9(4-5), 317–332.
  • Bülbül, İ., & Akyel, E. (2015). Expectations of the triad members for the roles and responsibilities of university supervisors and cooperating EFL teachers during the pre-service practicum. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 4(2), 58–100.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, E., Ö., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. PegemA.
  • Cakir, L., & Kocabas, I. (2016). Mentoring in gifted student’s education and a model suggestion. Educational Process: International Journal, 5(1), 76–90.
  • Clark, S. K., & Byrnes, D. (2012). Through the eyes of the novice teacher: Perceptions of mentoring support. Teacher Development, 16(1), 43–54.
  • Cohen, N. H. (1993). Development and validation of the principles of adult mentoring for faculty mentors in higher education. Doktora Tezi, Temple University, Philadelphia.
  • Cohen, N. H. (1995). The principles of adult mentoring scale. New Directions for Adult and Continuing Education, 1995(66), 15–32.
  • Cohen, N. H. (2003). The journey of the principles of adult mentoring inventory. Adult Learning, 14(1), 4–7.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (Vol. 2). Ankara: Pegem A.
  • Demirkol, I. (2004). Expectations for the roles of cooperating teachers and university supervisors during the practice teaching period as perceived by university supervisors, cooperating teachers and student teachers. Yüksek Lisans Tezi. Boğaziçi University, İstanbul.
  • DeVaus, D. A. (1990). Surveys in social research (2nd ed., vol. 11). London: Unwin Hyman.
  • DeVellis, R. F. (2003). Factor analysis. Scale development, theory and applications. Appl. Soc. Res. Method Ser, 26, 10-137.
  • Doyon, D. (2000). Interdepartmental mentoring program for middle managers. Module 1: Basic information, middle managers network and human resources development. Canada: Quebec Region.
  • Erol, Y. C., & Özdemir, T. Y. (2018). Öğretmen adaylarının okul tabanlı mentorluk ve özyeterlik algılarının incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 874–894.
  • Flach, D. H., Smith, M. F., Smith, W. G., & Glasser, M. L. (1982). Faculty mentors for medical students. Academic Medicine, 57(7), 514-520.
  • Furlong, J., & Maynard, T. (1995). Mentoring student teachers: The growth of professional knowledge. London and New York, Routledge: Psychology. http://samples.sainsburysebooks.co.uk/9781135096168_sample_508039.pdf sayfasından erişilmiştir.
  • Galbraith, M. W., & Cohen, N. H. (1997). Principles of adult mentoring scale: Design and implications. Michigan Community College Journal, 3(1), 29–50.
  • Glazer, E. M., & Hannafin, M. J. (2006). The collaborative apprenticeship model: Situated professional development within school settings. Teaching and Teacher Education, 22(2), 179–193.
  • Hair, J. F., Anderson, R. E., Babin, B. J., & Black, W. C. (2010). Multivariate data analysis: A global perspective (Vol. 7). Upper Saddle River, NJ: Pearson Education.
  • Halai, A. (2006). Mentoring in-service teachers: Issues of role diversity. Teaching and Teacher Education, 22(6), 700–710.
  • Hall, K. M., Draper, R. J., Smith, L. K., & Bullough, R. V. (2008). More than a place to teach: Exploring the perceptions of the roles and responsibilities of mentor teachers. Mentoring and Tutoring: Partnership in Learning, 16(3), 328–345.
  • Hawkey, K. (1998). Mentor pedagogy and student teacher professional development: A study of two mentoring relationships. Teaching and Teacher Education, 14(6),657–670.
  • Hudson, P. (2004). Specific mentoring: A theory and model for developing primary science teaching practices. European Journal of Teacher Education, 27(2), 139–146.
  • Hudson, P. (2013). Mentoring as professional development: ‘growth for both’ mentor and mentee. Professional Development in Education, 39(5), 771–783. doi: 10.1080/19415257.2012.749415
  • Iacobucci, D. (2009). Everything you always wanted to know about SEM (structural equations modeling) but were afraid to ask. Journal of Consumer Psychology, 19(4), 673–680.
  • Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers' professional identity. Teaching and Teacher Education, 52, 1–10.
  • Kline, R.B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: The Guilford.
  • Koç, E. M. (2011a). Development of mentor teacher role inventory. European Journal of Teacher Education, 34(2), 193–208. doi:10.1080/02619768.2010.539199
  • Koç, E. M. (2011b). Factors affecting student teachers’ perceptions on mentor roles: A study at Distance English Language Teacher Training Program. Turkish Online Journal of Educational Technology, 10(1), 115–124.
  • Koç, E. M. (2012). Idiographic roles of cooperating teachers as mentors in pre-service distance teacher education. Teaching and Teacher Education, 28(6), 818–826.
  • Kozikoğlu, İ., & Soyalp, H. (2018). Aday öğretmenlerin, danışman öğretmenlerin ve okul yöneticilerinin aday öğretmen yetiştirme programına yönelik görüşlerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 2, 1–19. doi: 10.16986/HUJE.2018037027
  • Kram, K. E. (1983). Phases of the mentor relationship. Academy of Management Journal, 26(4), 608–625.
  • Kwan, T., & Lopez-Real, F. (2005). Mentors' perceptions of their roles in mentoring student teachers. Asia-Pacific Journal of Teacher Education, 33(3), 275–287.
  • Levinson, D. J. (1978). The seasons of a man's life. New York: Ballentine.
  • MacCallum, R. C., & Hong, S. (1997). Power analysis in covariance structure modeling using GFI and AGFI. Multivariate Behavioral Research, 32(2), 193–210.
  • McKenna, G. F. (1987). Analysis of the benefits of being a mentor in a formal induction program. Doctora Tezi. Loyola University, Chicago. https://ecommons.luc.edu/luc_diss/2545 sayfasından erişilmiştir.
  • Mena, J., Hennissen, P., & Loughran, J. (2017). Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 66, 47–59.
  • Naillioğlu-Kaymak, M. (2017). Aday öğretmenlerin yetişme sürecinin değerlendirilmesi ve mentorluk önerilerinin uygulanmasına ilişkin görüşler. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Neal, J. C. (1992). Mentoring: A teacher development activity that avoids formal evaluation of the protégé. In. Bey, T. M., & Thomas Holmes C. (Eds.), Mentoring: Contemporary principles and issues (s. 35-49). Reston, Va: Association of Teacher Educators.
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There are 72 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Mehtap Naillioğlu Kaymak

Ferudun Sezgin

Publication Date June 28, 2020
Submission Date February 27, 2020
Published in Issue Year 2020 Volume: 7 Issue: 1

Cite

APA Naillioğlu Kaymak, M., & Sezgin, F. (2020). Aday ve Danışman Öğretmenler için Mentorluk Rolleri Ölçeklerinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Eğitim Ve Toplum Araştırmaları Dergisi, 7(1), 349-375.