BEDEN EĞİTİMİ VE SPOR ÖĞRETMEN ADAYLARININ UYGULAMA ÖĞRETMENLERİNİN MENTORLÜK BECERİLERİNE İLİŞKİN DEĞERLENDİRMELERİ

Yıl 2026, Cilt: 24 Sayı: 1, 186 - 197, 28.03.2026

Yağmur Güler

https://doi.org/10.33689/spormetre.1774441

https://izlik.org/JA93WM38JC

Öz

Bu araştırmanın amacı, öğretmenlik uygulaması sürecinde görev alan uygulama öğretmenlerinin mentorlük becerilerinin beden eğitimi ve spor öğretmen adayları tarafından nasıl değerlendirildiğini belirlemek ve bu değerlendirmelerin bölüm, mesleki kıdem ve mentorluk deneyimi değişkenlerine göre farklılık gösterip göstermediğini incelemektir. Araştırmanın çalışma grubunu, farklı üniversitelerde öğrenim gören ve öğretmenlik uygulaması dersine devam eden 211 öğretmen adayı oluşturmaktadır. Veriler, Aslan, Dinçer ve Akçamete (2019) tarafından geliştirilen Mentorluk Becerileri Değerlendirme Aracı (MEBDA) kullanılarak toplanmıştır. Elde edilen veriler SPSS 24 programı ile analiz edilmiş; betimsel istatistikler, Kruskal-Wallis H testi, post-hoc Mann-Whitney U testleri ve Cronbach Alfa güvenirlik katsayıları kullanılmıştır. Bulgular, öğretmen adaylarının uygulama öğretmenlerinin iletişim, öğrenme-öğretme ve mesleki gelişim süreçlerindeki mentorlük becerilerini olumlu değerlendirdiklerini göstermektedir. Ayrıca, Rekreasyon bölümü öğrencilerinin, özellikle Beden Eğitimi ve Spor Öğretmenliği ile Spor Yöneticiliği bölümlerine kıyasla uygulama öğretmenlerinin mentorlük becerilerini daha olumlu değerlendirdikleri belirlenmiştir. Buna karşılık, uygulama öğretmenlerinin mesleki kıdemleri ve mentorlük deneyim süreleri açısından anlamlı bir farklılık bulunmamıştır. 

Anahtar Kelimeler

Mentorlük becerileri , mesleki kimlik , beden eğitimi ve spor öğretmen adayları , mentor öğretmen

PRESERVICE PHYSICAL EDUCATION AND SPORTS TEACHERS’ EVALUATIONS OF MENTOR TEACHERS’ MENTORING SKILLS

https://izlik.org/JA93WM38JC

Öz

The purpose of this study is to determine how physical education and sports pre-service teachers evaluate the mentoring skills of mentor teachers involved in the teaching practice process and to examine whether these evaluations differ according to the variables of department, professional seniority, and mentoring experience. The study group consisted of 211 preservice teachers enrolled in the teaching practicum course at various universities. Data were collected using the Mentoring Skills Assessment Tool (MEBDA) developed by Aslan, Dinçer, and Akçamete (2019). The data were analyzed using SPSS 24, employing descriptive statistics, the Kruskal–Wallis H test, post-hoc Mann–Whitney U tests, and Cronbach’s alpha reliability coefficients. The findings revealed that preservice teachers positively evaluated their cooperating teachers’ mentoring skills in the areas of communication, teaching–learning, and professional development processes. In addition, it was found that Recreation department students evaluated the mentoring skills of cooperating teachers more positively compared to students from the Physical Education and Sports Teaching and Sports Management departments. On the other hand, no significant differences were observed with respect to the cooperating teachers’ Professional seniority or duration of mentoring experience.

Anahtar Kelimeler

Mentoring skills , professional identity , preservice physical education and sports teachers , mentor teacher

Kaynakça

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