What Preservice and In-Service Teachers Say about E-Mentoring?

Öz

E-mentoring can provide a mentoring process using the advantages of technology and eliminating barriers of distance and time. Preservice teachers need mentoring during their education to help develop their theoretical and practical knowledge. A growing body of study suggests that a well-structured mentoring process is essential for preservice teachers on professional development. To that end, the purpose of the study is to reveal the preservice teachers’ and in-service teachers’ views on the e-mentoring program. The study involved holding lectures and mentor–mentee meetings over 10 week course and following the 3-stage process specified by Single and Single to carry out the e-mentoring implementation process with 16 mentors and 49 preservice teachers. Participants found the process very beneficial especially in terms of interaction with the teacher, transferring experience, and determining a career plan. Mentors transferred their experience through the mentoring process, increased mentees' interest in the profession, and obtained information about practical activities for their school students. This study has significantly contributed to a process that can increase preservice teachers' theoretical and practical skills, improve their professional knowledge about their future teaching, and develop positive attitudes toward the profession. In addition, mentors help preservice teachers to be more prepared for the setbacks they may encounter in the future. According to the literature, no study addresses the implementation of e-mentoring with both expert teachers and preservice teachers in information technology area. Education stakeholders and planners should consider further integrating mentoring into teacher education.

Anahtar Kelimeler

• E-mentoring
• mentoring
• preservice teachers
• in-service teachers
• teacher education

Hizmet öncesi ve hizmet içi öğretmenler e-mentorluk hakkında ne diyor?

Öz

E-mentorluk, teknolojinin avantajlarını kullanarak mesafe ve zaman engellerini ortadan kaldıran bir mentorluk süreci sağlayabilir. Öğretmen adayları, teorik ve pratik bilgilerini geliştirmeye yardımcı olmak için eğitimleri sırasında mentorluğa ihtiyaç duyarlar. Gitgide artan sayıda çalışma, profesyonel gelişim konusunda öğretmen adayları için iyi yapılandırılmış bir rehberlik sürecinin gerekli olduğunu göstermektedir. Bu amaçla çalışmanın amacı, öğretmen adaylarının ve öğretmenlerin e-mentörlük programına ilişkin deneyimlerini ortaya çıkarmaktır. Çalışma, 10 haftalık bir kurs kapsamında ders süreçlerini yürütmeyi, mentor-menti görüşmeleri gerçekleştirmeyi ve Single ve Single tarafından belirlenen 3 aşamalı süreci takip ederek 16 mentor ve 49 öğretmen adayı ile e-mentorluk uygulama sürecini yürütmeyi içermektedir. Katılımcılar süreci özellikle öğretmenle etkileşim, deneyim aktarımı ve kariyer planı belirleme açısından çok faydalı bulmuşlardır. Mentörler, mentörluk süreciyle ilgili deneyimlerini aktarmış, mentilerin mesleğe olan ilgisini artırmış ve öğrencilerine yönelik gerçekleştirilen uygulamalı etkinlikler hakkında bilgi edinmiştir. Bu çalışma, öğretmen adaylarının teorik ve pratik becerilerini artırabilecek, gelecekteki öğretmenlikleriyle ilgili mesleki bilgilerini geliştirebilecek ve mesleğe yönelik olumlu tutumlar geliştirebilecek bir sürece önemli katkı sağlamıştır. Ayrıca mentorlar, öğretmen adaylarının gelecekte karşılaşabilecekleri aksiliklere karşı daha hazırlıklı olmalarına yardımcı olabilecektir. Literatüre göre bilgi teknolojileri alanında hem uzman öğretmenler hem de öğretmen adayları ile e-mentorluk uygulamasını ele alan bir çalışma bulunmamaktadır. Eğitim paydaşları ve planlamacıları, mentörluğu öğretmen eğitimine daha fazla entegre etmeyi düşünmelidir.

Anahtar Kelimeler

• E-mentörluk
• mentörluk
• öğretmen adayı
• öğretmen
• öğretmen eğitimi

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