Velilerin Gözünden Fen Bilimleri Öğretmenlerinin Velilere Yönelik Mentorluk Rolleri

Yıl 2025, Cilt: 18 Sayı: 1, 12 - 23, 31.07.2025

Tolga Saka , Yunus Ağirbaş

https://doi.org/10.58688/kujs.1706544

Öz

Bu çalışmada velilerin, fen bilimleri öğretmenlerinin velilere yapmış oldukları mentorluk süreci ile ilgili görüşlerini belirlemek amaçlanmıştır. Bu amaca ulaşmak için çalışma kapsamında nitel araştırma desenlerinden betimsel tarama modeli kullanılmıştır. Çalışmanın örneklemi, Türkiye’nin batısındaki bir şehrin merkez ve ilçelerinde 2022-2023 eğitim-öğretim yılında MEB’e bağlı özel veya kamu kuruluşunda öğrenim gören 120 öğrencinin velisinden oluşturmaktadır. Çalışmanın verileri katılımcılara uygulanan görüş formu yardımıyla toplanmıştır. Çalışmanın sonucunda velilerin kendilerine mentorluk yapılması gerektiğini düşündükleri belirlenmiştir. Ayrıca, velilere mentorluk yapılmasının öğrencilerin akademik ve kişisel gelişimi üzerinde olumlu etki yaratacağını düşündükleri sonucuna da varılmıştır. Fen bilimleri öğretmenlerinin daha verimli mentorluk yapabilmeleri için kendilerine hizmet içi eğitimlerin verilmesi ve veliler ile düzenli aralıklarla mentorluk faaliyetleri gerçekleştirmeleri önerilmektedir.

Anahtar Kelimeler

Fen bilimleri öğretmeni , Mentorluk , Veli

Science Teachers' Mentoring Roles for Parents from the Parents' Perspective

Öz

In this study was to determine the opinions of parents about the mentoring process of science teachers to parents. In order to achieve this aim, a descriptive survey model, one of the qualitative research designs, was used within the scope of the study. The sample of this study consisted of 120 parents whose children were enrolled in public or private schools affiliated with the Ministry of National Education during the 2022–2023 academic year, in both central and district areas of a city in western Turkey. This qualitative research aimed to explore parents’ perspectives on the mentoring roles of science teachers directed toward them. Data were collected through an interview form administered to the participants. The findings indicated that parents believed they should be mentored by science teachers. Furthermore, they thought that such mentoring would have a positive impact on students’ academic and personal development. It is recommended that science teachers receive in-service training and regularly engage in mentoring activities with parents to enhance the effectiveness of their mentoring roles.

Anahtar Kelimeler

Mentoring , Parent , Science teacher

Etik Beyan

This research was carried out with the approval of the Ethics Committee of the Kafkas University Social and Human Sciences Scientific Research and Publication Ethics Board, dated April 21, 2022. The research was also conducted in accordance with the 'Scientific Research and Publication Ethics' guidelines of Higher Education Institutions.

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