Benchmarking Mentoring
Practices: A Case Study in Turkey

Peter Hudson; Muhammet Uşak; Ayşe Savran-Gencer

doi:10.12973/ejmste/75245

Benchmarking Mentoring Practices: A Case Study in Turkey

Full Text (PDF)

Peter Hudson ¹, Muhammet Uşak ² ^* , Ayşe Savran-Gencer ³

More Detail

¹ Queensland University of Technology, Quesland, AUSTRALIA² Zirve University, Gaziantep, TURKEY³ Pamukkale University, Denizli, TURKEY^* Corresponding Author

Abstract

Throughout the world standards have been developed for teaching in particular key learning areas. These standards also present benchmarks that can assist to measure and compare results from one year to the next. There appears to be no benchmarks for mentoring. An instrument devised to measure mentees’ perceptions of their mentoring in primary science was administered to 304 preservice teachers in Turkey. Results indicated that the majority of mentees perceived they received mentoring practices, however, 20% or more claimed they had not received 24 of the 34 practices outlined on the researchbased survey. Establishing benchmarks for mentoring practices may assist educators to identify needs and developing programs that address these needs. This survey instrument can aid the identification of mentoring practices through the recipient’s perspective for advancing mentoring, which may ultimately have an effect on improving teaching practices.

Keywords

mentoring
benchmarking
preservice teachers
science education
mentors

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 6, Issue 4, 2010, 245-252

https://doi.org/10.12973/ejmste/75245

Publication date: 22 Dec 2010

Article Views: 2049

Article Downloads: 1342

Open Access References How to cite this article

References

Agresti, A., & Finlay, B. (1997). Statistical methods for the social sciences. Englewood Cliffs, New Jersey: Prentice-Hall.
Asan, A. (2003). School experience course with multimedia in teacher education. Journal of Computer Assisted Learning, 19, 21-34.
Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5-13.
Briscoe, C., & Peters, J. (1997). Teacher collaboration across and within schools: Supporting individual change in elementary science teaching. Science Teacher Education, 81(1), 51-64.
Carlson, R. D., & Gooden, J. S. (1999, February). Mentoring pre-service teachers for technology skills acquisition. Paper presented at the Society for Information Technology & Teacher Education International Conference, San Antonio, TX.
Clinard, L. M., & Ariav, T. (1997). What mentoring does for mentors: A Cross-cultural perspective. European Journal of Teacher Education, 21(1), 91-108.
Crosswell, L. (2009). Classroom management: Developing your own approach to managing the classroom. In J. Millwater & D. Beutel (Eds.), Stepping out into the real world of education (pp. 41-68). New South Wales, Australia: Pearson.
Ekiz, D. (2006). Mentoring primary school student teachers in Turkey: Seeing it from the perspectives of student teachers and mentors. International Education Journal, 7(7), 924-934.
Feiman-Nemser, S. (2001). Helping novices learn to teach. Lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 17-30.
Fleer, M., & Hardy, T (2007). Science for children. Sydney: Prentice Hall.
Fletcher, S. H., & Barrett, A. (2004). Developing effective beginning teachers through mentor-based induction. Mentoring and Tutoring, 12(3), 321-333.
Ganser, T. (2002). How teachers compare the roles of cooperating teacher and mentor. Educational Forum, 66(4), 380-385.
Gomleksiz, M. N., Mercin, L., Bulut I., & Atan, U. (2006). The opinions of prospective teachers on School Experience II course (problems and solutions). Egitim Arastırmaları-Eurasian Journal of Educational Research, 23, 148-158.
Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning in Australian schools. Canberra, Australia: Department of Education, Training and Youth Affairs.
Harrison, J. K., Lawson, T., & Wortley, A. (2005). Mentoring the beginning teacher: developing professional autonomy through critical reflection on practice. Reflective Practice, 6(3), 419-441.
Higher Education Council. (YOK, 1999). Standards and accreditation in teacher education in Turkey. Retrieved 20 February, 2009, from http://www.yok.gov.tr/english/acr2/contents.html
Hobson, A., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25, 207-216.
Hudson, P. (2004). Toward identifying pedagogical knowledge for mentoring in primary science teaching. Journal of Science Education and Technology, 13(2), 215-225.
Hudson, P. (2007). Examining mentors’ practices for enhancing preservice teachers’ pedagogical development in mathematics and science. Mentoring & Tutoring: Partnership in Learning, 15(2), 201–217.
Hudson, P. (2010, in press). Mentors report on their own mentoring practices. Australian Journal of Teacher Education.
Hudson, P., Nguyen, T. M. H., & Hudson, S. (2009). Mentoring EFL preservice teachers in EFL writing. TESL Canada Journal, 27(1), 85-102.
Hudson, P., Uşak, M., & Savran-Gencer, A. (2009). Employing the five-factor mentoring instrument: Analysing mentoring practices for teaching primary science. European Journal of Teacher Education, 32(1), 1-11.
Isıkoglu, N., Ivrendi A., & Sahin, A. (2007). An in-depth look to the process of student teaching through the eyes of candidate teachers. Egitim Arastırmaları-Eurasian Journal of Educational Research, 26, 131-142.
Jarvis, T., McKeon, F., Coates, D., & Vause, J. (2001). Beyond generic mentoring: Helping trainee teachers to teach primary science. Research in Science and Technological Education, 19(1), 5-23.
Jonson, K. F. (2002). Being an effective mentor: How to help beginning teachers succeed. Thousand Oaks, CA: Corwin Press Inc.
Lewis, R., Romi, S., Qui, X., & Katz, Y. J. (2005). Teachers’ classroom discipline and student misbehaviour in Australia, China, and Israel. Teaching and Teacher Education, 21, 729–741.
Löfström, E., & Eisenschmidt, E. (2009). Novice teachers’ perspectives on mentoring: The case of the Estonian induction year. Teaching and Teacher Education, 1-9.
Marable, M., & Raimondi, S. (2007). Teachers’ perceptions of what was most (and least) supportive during their first year of teaching. Mentoring and Tutoring: Partnership in Learning, 15(1), 25-37.
Mulholland, J. A. (1999). Beginning teachers and primary science: Learning and teaching science in the preservice to inservice transition. Unpublished PhD thesis, Curtin University, Perth, WA.
Okan, Z., & Yildirim, R. (2004). Some reflections on learning from early school experience. International Journal of Educational Development, 24(6), 603-616.
Putman, S. M. (2009). Grappling with classroom management: The orientations of preservice teachers and impact of student teaching. The Teacher Educator, 44(4), 232-247.
Roehrig, A. D., Bohn, C. M., Turne, J. E., & Pressley, M. (2008). Mentoring beginning primary teachers for exemplary teaching practices. Teaching and Teacher Education, 24, 684-702.
Sağ , R. (2008). The expectations of student teachers about cooperating teachers, supervisors, and practice schools. Egitim Arastırmaları- Eurasian Journal of Educational Research, 32, 117-132.
Schön, D. (1987). Educating the reflective practitioner. San Francisco, California: Jossey Bass.
Williams, A. (1993). Teacher perceptions of the needs as mentors in the context of developing school-based initial teacher education. British Educational Research Journal, 19(4), 407–420.

How to cite this article

APA

Hudson, P., Uşak, M., & Savran-Gencer, A. (2010). Benchmarking Mentoring Practices: A Case Study in Turkey. Eurasia Journal of Mathematics, Science and Technology Education, 6(4), 245-252. https://doi.org/10.12973/ejmste/75245

Vancouver

Hudson P, Uşak M, Savran-Gencer A. Benchmarking Mentoring Practices: A Case Study in Turkey. EURASIA J Math Sci Tech Ed. 2010;6(4):245-52. https://doi.org/10.12973/ejmste/75245

AMA

Hudson P, Uşak M, Savran-Gencer A. Benchmarking Mentoring Practices: A Case Study in Turkey. EURASIA J Math Sci Tech Ed. 2010;6(4), 245-252. https://doi.org/10.12973/ejmste/75245

Chicago

Hudson, Peter, Muhammet Uşak, and Ayşe Savran-Gencer. "Benchmarking Mentoring Practices: A Case Study in Turkey". Eurasia Journal of Mathematics, Science and Technology Education 2010 6 no. 4 (2010): 245-252. https://doi.org/10.12973/ejmste/75245

Harvard

Hudson, P., Uşak, M., and Savran-Gencer, A. (2010). Benchmarking Mentoring Practices: A Case Study in Turkey. Eurasia Journal of Mathematics, Science and Technology Education, 6(4), pp. 245-252. https://doi.org/10.12973/ejmste/75245

MLA

Hudson, Peter et al. "Benchmarking Mentoring Practices: A Case Study in Turkey". Eurasia Journal of Mathematics, Science and Technology Education, vol. 6, no. 4, 2010, pp. 245-252. https://doi.org/10.12973/ejmste/75245