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

Yıl 2023, Cilt: 5 Sayı: 1, 119 - 141, 24.06.2023

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.

Kaynakça

  • Aguilar, E. (2011a). Coaching Teachers: What You Need to Know. Education Week Teacher. Retrieved from http://www.edweek.org/tm/articles/2011/02/15/
  • Alemdağ, E. (2015). Design and effects of an e-mentoring application for ICT teachers. (Master Thesis). Hacettepe University, İstanbul.
  • Alemdag, E., & Erdem, M. (2017). Designing an e-mentoring program for novice teachers in Turkey and investigating online interactions and program outcomes. Mentoring and Tutoring: Partnership in Learning, 25(2), 123-150. https://doi.org/10.1080/13611267.2017.1327394
  • Allen, T. D., Eby, L. T. & Lentz, E. (2006). Mentorship behaviors and mentorship quality associated with formal mentoring programs: Closing the gap between research and practice. Journal of Applied Psychology, 91(3), 567. https://psycnet.apa.org/doi/10.1037/0021-9010.91.3.567
  • Arslan, F. Y., Cinkara, E., Bağçeci, B., & Kervancıoğlu, Ş. (2016). Mentoring as a professional development activity for EFL teachers: A case of a tertiary level English preparatory program. Mustafa Kemal University Journal of Graduate School of Social Sciences, 13(34).
  • Bakioğlu, A., & Hacıfazlıoğlu, O. (2000). Educational supervisors and mentoring. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 12(1), 39-49.
  • Balcı, A. (2013). Research, Methods, Techniques and Principles in Social Sciences. (10th Ed.). Ankara: Pegem Akademi.
  • Becher, A., and Orland-Barak, L. (2018). Context matters: Contextual factors informing mentoring in art initial teacher education. Journal of Teacher Education, 69(5), 477-492. https://doi.org/10.1177%2F0022487117720388
  • Beck, M., Nganga, C., Unterreiner, A., Aragon, A., Esnard, T., Cobb-Roberts, D., Agosto, V., Karanxha, Z. & Wu, K. (2022). Mentoring from within: Developing a virtual mentoring curriculum for a network of culturally diverse women faculty. The Journal of Faculty Development, 36(1), 71-81. https://www.ingentaconnect.com/contentone/magna/jfd/2022/00000036/00000001/art00009
  • Brescia W.F. (2002). Using a elementoring Taxonomy in a World Wide Web Instructional Environment: A Case Study. (Unpublished doctoral dissertation). Indiana University, Bloomington.
  • Briscoe, P. (2019). Virtual mentor partnerships between practising and preservice teachers: Helping to enhance professional growth and well-being. International Journal of Mentoring and Coaching in Education, 8(4), 235-254, https://doi.org/10.1108/IJMCE-02-2019-0023
  • Bursal, M. & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106 (4), 173-180. https://doi.org/10.1111/j.1949-8594.2006.tb18073.x
  • Cherian, F. (2007). Learning to teach: Teacher candidates reflect on the relational, conceptual, and contextual influences of responsive mentorship. Canadian Journal of Education, 30(1), 25-46. https://doi.org/10.2307/20466624
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.
  • Conderman, G., Johnston-Rodriguez, S., Hartman, P., & Walker, D. (2013). Honoring voices from beginning special educators for making changes in teacher preparation. Teacher Education and Special Education, 36(1), 65–76. https://doi.org/10.1177/0888406412473311
  • Crisp, G. (2016). Promising practices and programs: Current efforts and future directions. New Directions for Community Colleges, 2016(175), 103-110. https://doi.org/10.1002/cc.20216
  • Çetin, M. (2013). An Action Research on E-Mentoring: A Supplemental Tool for Professional Development of EFL Teachers Working at MNE Schools. (Master Thesis). Çağ University, Mersin.
  • Deussen, T., Coskie, T., Robinson, L., & Autio, E. (2007). “Coach” Can Mean Many Things: Five Categories of Literacy Coaches in Reading First. REL Northwest (Vol. 5). Retrieved from http://www.education.ucf.edu/mirc/Research/Coach Can Mean.pdf
  • Eisenhardt, K. M. (1989). Building theories from case study research. Academy of management review, 14(4), 532-550. https://doi.org/10.5465/amr.1989.4308385
  • Ersin, P., and Atay, D. (2021). Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education. International Journal of Mentoring and Coaching in Education. 10(2), 203-215. https://doi.org/10.1108/IJMCE-11-2020-0077
  • Ersin, P., Atay, D., & Mede, E. (2020). Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak. International Journal of TESOL Studies, 2(2), 112-124. https://doi.org/10.46451/ijts.2020.09.09
  • Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry, 1(1), 121-125. https://doi.org/10.2979/teachlearninqu.1.1.121
  • Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and teacher education, 23(6), 916-934. https://doi.org/10.1016/j.tate.2006.03.013
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. (9th ed.), New York: McGraw-Hill Education.
  • Mutlu Gülbak, G., & Akcan, S. (2021, June). Online mentor training program design and implementation in a pre-service language teacher education context. Research in Teacher Education – The Next Generation Conference. Eötvös Loránd University. Budapest. https://nevtud.ppk.elte.hu/dstore/document/4193/Book%20of%20Abstracts.pdf
  • Gümüs, E., & Gök, E. (2016). Academic Mentorship and the Mentorship Needs of New Faculty Members in Faculties of Education. Journal of Higher Education and Science, 6(2), 268-276. https://dergipark.org.tr/en/pub/higheredusci/issue/61490/918159
  • Graves, S. (2010). Mentoring pre-service teachers: A case study. Australasian Journal of Early Childhood, 35, 14-20. https://doi.org/10.1177/1836939110035004
  • Hansman, C. A. (2002). Mentoring as continuing professional education. Adult Learning, 13(1), 7-8. https://www.proquest.com/openview/954d8cca24017a58b4db1a3d1a19028f/1?pq-origsite=gscholarandcbl=34192
  • de Janasz, S. C., & Godshalk, V. M. (2013). The role of e-mentoring in protégés’ learning and satisfaction. Group and Organization Management, 38(6), 743-774. https://doi.org/10.1177%2F1059601113511296
  • James, S. M., Hudson, S. S. M., & Lasczik, A. (2021). Primary preservice teachers' perspectives of their literacy mentoring experiences during professional placement. International Journal of Mentoring and Coaching in Education. Ahead-of-print. https://doi.org/10.1108/IJMCE-07-2021-0080
  • Kahraman, M. (2012). E-mentoring for professional development of information technologies teacher candidates. (Doctoral thesis), Anadolu University, Eskişehir.
  • Karadağ, S. (2015). Mentoring practices in educational institutions. Master Thesis, Bahçeşehir University, İstanbul.
  • McKimm, J., Jollie, C., & Hatter, M. (2007). Mentoring: Theory and practice. London NHSE.
  • Neal, S. M., Kline, A., Olejarski, A. M., & Gherardi, M. (2022). I’m only human: A new e-road to advancing social equity through a humanist approach to mentoring in public service. Review of Public Personnel Administration, https://doi.org/10.1177%2F0734371X211058180
  • Neely, A. R., Cotton, J., & Neely, A. D. (2017). E-mentoring: A model and review of the literature. AIS Transactions on Human-Computer Interaction, 9(3), 220-242. https://doi.org/10.3390/su12114344
  • Ongoz, S. (2019). Planning, Implementation and Assessment of an Electronic Mentorship Program in the Field of Computer Education and Instructional Technologies. Inonu University Journal of the Faculty of Education, 20(2), 334-351. https://doi.org/10.17679/inuefd.441372
  • Portner, H. (2008). Mentoring New Teachers (3rd Edition). California: Corwin Press.
  • Reese, J. (2016). Virtual mentoring of preservice teachers: Mentors’ perceptions. Journal of Music Teacher Education, 25(3), 39-52. https://doi.org/10.1177%2F1057083715577793
  • Sepet, T. (2020). Design of an e-mentoring application for information technologies teacher candidates. Master Thesis, Marmara University, İstanbul.
  • Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers and Education, 50(4), 1183-1202. https://doi.org/10.1016/j.compedu.2006.11.007
  • Single, P. B. & Single, R. M. (2005). E-mentoring for social equity: Review of research to inform program development. Mentoring and Tutoring: Partnership in Learning, 13(2), 301-320. https://doi.org/10.1080/13611260500107481
  • Spanorriga, C., Tsiotakis, P., & Jimoyiannis, A. (2018). E-mentoring and novice teachers’ professional development: Program design and critical success factors. In T. Bastiaens, J. (Eds.), Proceedings of EdMedia: World conference on educational media and technology (pp.1315-1324). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE)
  • Tanis, H., & Barker, I. (2017). E-mentoring at a distance: An approach to support professional development in workplaces. Turkish Online Journal of Distance Education, 18(3), 135-155. https://doi.org/10.17718/tojde.328944
  • Tinker Sachs, G., Fisher, T., & Cannon, J. (2011). Collaboration, mentoring, and co-teaching in teacher education. Journal of Teacher Education for Sustainability, 13(2), 70-86. https://doi.org/10.2478/v10099-011-0015-z
  • Tolbert, D. (2008). Online mentoring and preservice elementary teachers’ confidence to teach mathematics and science. Tcnj Journal of Student Scholarship, 10, 1-7. https://joss.tcnj.edu/wp-content/uploads/sites/176/2012/04/2008-Tolbert.pdf
  • Yazıcı, Z., & Tekerci, H. (2017). The preservice preschool teachers' percepton of mentor teacher. Route Educational and Social Science Journal, 4(5),156-166. http://www.ressjournal.com/Makaleler/2067032812_12%20Zeliha%20YAZICI.pdf
  • Yeşilfidan, S. (2019). Problems and suggestions for the lecturers who give lessons in web-based distance education: As an alternative solution e-mentoring. Master Thesis, Marmara University, İstanbul.
  • Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in the social sciences. Ankara: Seçkin.
  • Yin, R. K. (2003). Designing case studies. Qualitative research methods. (Eds. L. Maruster & M.J. Gijsenberg) Thousand Oaks: Sage.

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

Yıl 2023, Cilt: 5 Sayı: 1, 119 - 141, 24.06.2023

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.

Kaynakça

  • Aguilar, E. (2011a). Coaching Teachers: What You Need to Know. Education Week Teacher. Retrieved from http://www.edweek.org/tm/articles/2011/02/15/
  • Alemdağ, E. (2015). Design and effects of an e-mentoring application for ICT teachers. (Master Thesis). Hacettepe University, İstanbul.
  • Alemdag, E., & Erdem, M. (2017). Designing an e-mentoring program for novice teachers in Turkey and investigating online interactions and program outcomes. Mentoring and Tutoring: Partnership in Learning, 25(2), 123-150. https://doi.org/10.1080/13611267.2017.1327394
  • Allen, T. D., Eby, L. T. & Lentz, E. (2006). Mentorship behaviors and mentorship quality associated with formal mentoring programs: Closing the gap between research and practice. Journal of Applied Psychology, 91(3), 567. https://psycnet.apa.org/doi/10.1037/0021-9010.91.3.567
  • Arslan, F. Y., Cinkara, E., Bağçeci, B., & Kervancıoğlu, Ş. (2016). Mentoring as a professional development activity for EFL teachers: A case of a tertiary level English preparatory program. Mustafa Kemal University Journal of Graduate School of Social Sciences, 13(34).
  • Bakioğlu, A., & Hacıfazlıoğlu, O. (2000). Educational supervisors and mentoring. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 12(1), 39-49.
  • Balcı, A. (2013). Research, Methods, Techniques and Principles in Social Sciences. (10th Ed.). Ankara: Pegem Akademi.
  • Becher, A., and Orland-Barak, L. (2018). Context matters: Contextual factors informing mentoring in art initial teacher education. Journal of Teacher Education, 69(5), 477-492. https://doi.org/10.1177%2F0022487117720388
  • Beck, M., Nganga, C., Unterreiner, A., Aragon, A., Esnard, T., Cobb-Roberts, D., Agosto, V., Karanxha, Z. & Wu, K. (2022). Mentoring from within: Developing a virtual mentoring curriculum for a network of culturally diverse women faculty. The Journal of Faculty Development, 36(1), 71-81. https://www.ingentaconnect.com/contentone/magna/jfd/2022/00000036/00000001/art00009
  • Brescia W.F. (2002). Using a elementoring Taxonomy in a World Wide Web Instructional Environment: A Case Study. (Unpublished doctoral dissertation). Indiana University, Bloomington.
  • Briscoe, P. (2019). Virtual mentor partnerships between practising and preservice teachers: Helping to enhance professional growth and well-being. International Journal of Mentoring and Coaching in Education, 8(4), 235-254, https://doi.org/10.1108/IJMCE-02-2019-0023
  • Bursal, M. & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106 (4), 173-180. https://doi.org/10.1111/j.1949-8594.2006.tb18073.x
  • Cherian, F. (2007). Learning to teach: Teacher candidates reflect on the relational, conceptual, and contextual influences of responsive mentorship. Canadian Journal of Education, 30(1), 25-46. https://doi.org/10.2307/20466624
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.
  • Conderman, G., Johnston-Rodriguez, S., Hartman, P., & Walker, D. (2013). Honoring voices from beginning special educators for making changes in teacher preparation. Teacher Education and Special Education, 36(1), 65–76. https://doi.org/10.1177/0888406412473311
  • Crisp, G. (2016). Promising practices and programs: Current efforts and future directions. New Directions for Community Colleges, 2016(175), 103-110. https://doi.org/10.1002/cc.20216
  • Çetin, M. (2013). An Action Research on E-Mentoring: A Supplemental Tool for Professional Development of EFL Teachers Working at MNE Schools. (Master Thesis). Çağ University, Mersin.
  • Deussen, T., Coskie, T., Robinson, L., & Autio, E. (2007). “Coach” Can Mean Many Things: Five Categories of Literacy Coaches in Reading First. REL Northwest (Vol. 5). Retrieved from http://www.education.ucf.edu/mirc/Research/Coach Can Mean.pdf
  • Eisenhardt, K. M. (1989). Building theories from case study research. Academy of management review, 14(4), 532-550. https://doi.org/10.5465/amr.1989.4308385
  • Ersin, P., and Atay, D. (2021). Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education. International Journal of Mentoring and Coaching in Education. 10(2), 203-215. https://doi.org/10.1108/IJMCE-11-2020-0077
  • Ersin, P., Atay, D., & Mede, E. (2020). Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak. International Journal of TESOL Studies, 2(2), 112-124. https://doi.org/10.46451/ijts.2020.09.09
  • Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry, 1(1), 121-125. https://doi.org/10.2979/teachlearninqu.1.1.121
  • Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and teacher education, 23(6), 916-934. https://doi.org/10.1016/j.tate.2006.03.013
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. (9th ed.), New York: McGraw-Hill Education.
  • Mutlu Gülbak, G., & Akcan, S. (2021, June). Online mentor training program design and implementation in a pre-service language teacher education context. Research in Teacher Education – The Next Generation Conference. Eötvös Loránd University. Budapest. https://nevtud.ppk.elte.hu/dstore/document/4193/Book%20of%20Abstracts.pdf
  • Gümüs, E., & Gök, E. (2016). Academic Mentorship and the Mentorship Needs of New Faculty Members in Faculties of Education. Journal of Higher Education and Science, 6(2), 268-276. https://dergipark.org.tr/en/pub/higheredusci/issue/61490/918159
  • Graves, S. (2010). Mentoring pre-service teachers: A case study. Australasian Journal of Early Childhood, 35, 14-20. https://doi.org/10.1177/1836939110035004
  • Hansman, C. A. (2002). Mentoring as continuing professional education. Adult Learning, 13(1), 7-8. https://www.proquest.com/openview/954d8cca24017a58b4db1a3d1a19028f/1?pq-origsite=gscholarandcbl=34192
  • de Janasz, S. C., & Godshalk, V. M. (2013). The role of e-mentoring in protégés’ learning and satisfaction. Group and Organization Management, 38(6), 743-774. https://doi.org/10.1177%2F1059601113511296
  • James, S. M., Hudson, S. S. M., & Lasczik, A. (2021). Primary preservice teachers' perspectives of their literacy mentoring experiences during professional placement. International Journal of Mentoring and Coaching in Education. Ahead-of-print. https://doi.org/10.1108/IJMCE-07-2021-0080
  • Kahraman, M. (2012). E-mentoring for professional development of information technologies teacher candidates. (Doctoral thesis), Anadolu University, Eskişehir.
  • Karadağ, S. (2015). Mentoring practices in educational institutions. Master Thesis, Bahçeşehir University, İstanbul.
  • McKimm, J., Jollie, C., & Hatter, M. (2007). Mentoring: Theory and practice. London NHSE.
  • Neal, S. M., Kline, A., Olejarski, A. M., & Gherardi, M. (2022). I’m only human: A new e-road to advancing social equity through a humanist approach to mentoring in public service. Review of Public Personnel Administration, https://doi.org/10.1177%2F0734371X211058180
  • Neely, A. R., Cotton, J., & Neely, A. D. (2017). E-mentoring: A model and review of the literature. AIS Transactions on Human-Computer Interaction, 9(3), 220-242. https://doi.org/10.3390/su12114344
  • Ongoz, S. (2019). Planning, Implementation and Assessment of an Electronic Mentorship Program in the Field of Computer Education and Instructional Technologies. Inonu University Journal of the Faculty of Education, 20(2), 334-351. https://doi.org/10.17679/inuefd.441372
  • Portner, H. (2008). Mentoring New Teachers (3rd Edition). California: Corwin Press.
  • Reese, J. (2016). Virtual mentoring of preservice teachers: Mentors’ perceptions. Journal of Music Teacher Education, 25(3), 39-52. https://doi.org/10.1177%2F1057083715577793
  • Sepet, T. (2020). Design of an e-mentoring application for information technologies teacher candidates. Master Thesis, Marmara University, İstanbul.
  • Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers and Education, 50(4), 1183-1202. https://doi.org/10.1016/j.compedu.2006.11.007
  • Single, P. B. & Single, R. M. (2005). E-mentoring for social equity: Review of research to inform program development. Mentoring and Tutoring: Partnership in Learning, 13(2), 301-320. https://doi.org/10.1080/13611260500107481
  • Spanorriga, C., Tsiotakis, P., & Jimoyiannis, A. (2018). E-mentoring and novice teachers’ professional development: Program design and critical success factors. In T. Bastiaens, J. (Eds.), Proceedings of EdMedia: World conference on educational media and technology (pp.1315-1324). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE)
  • Tanis, H., & Barker, I. (2017). E-mentoring at a distance: An approach to support professional development in workplaces. Turkish Online Journal of Distance Education, 18(3), 135-155. https://doi.org/10.17718/tojde.328944
  • Tinker Sachs, G., Fisher, T., & Cannon, J. (2011). Collaboration, mentoring, and co-teaching in teacher education. Journal of Teacher Education for Sustainability, 13(2), 70-86. https://doi.org/10.2478/v10099-011-0015-z
  • Tolbert, D. (2008). Online mentoring and preservice elementary teachers’ confidence to teach mathematics and science. Tcnj Journal of Student Scholarship, 10, 1-7. https://joss.tcnj.edu/wp-content/uploads/sites/176/2012/04/2008-Tolbert.pdf
  • Yazıcı, Z., & Tekerci, H. (2017). The preservice preschool teachers' percepton of mentor teacher. Route Educational and Social Science Journal, 4(5),156-166. http://www.ressjournal.com/Makaleler/2067032812_12%20Zeliha%20YAZICI.pdf
  • Yeşilfidan, S. (2019). Problems and suggestions for the lecturers who give lessons in web-based distance education: As an alternative solution e-mentoring. Master Thesis, Marmara University, İstanbul.
  • Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in the social sciences. Ankara: Seçkin.
  • Yin, R. K. (2003). Designing case studies. Qualitative research methods. (Eds. L. Maruster & M.J. Gijsenberg) Thousand Oaks: Sage.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Elif Polat 0000-0002-6086-9002

Ebru Albayrak 0000-0003-1327-9576

Esma Nur Özen 0000-0003-3749-9442

M. Resul Akın 0000-0001-8943-3854

Sinan Hopcan 0000-0001-8911-3463

Erken Görünüm Tarihi 23 Haziran 2023
Yayımlanma Tarihi 24 Haziran 2023
Gönderilme Tarihi 8 Nisan 2023
Kabul Tarihi 31 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 1

Kaynak Göster

APA Polat, E., Albayrak, E., Özen, E. N., Akın, M. R., vd. (2023). What Preservice and In-Service Teachers Say about E-Mentoring?. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 5(1), 119-141.