The results indicate that middle school mathematics teachers have very negative experiences and perceptions about internship trainers.
📌 3 Key Takeaways
🎯
Objective & Hypothesis:The aim of this phenomenology research is to define the perceptions of middle school mathematics teachers about internship trainers (mentor teachers and university supervisors).
📊
Key Findings & Data:The perceptions of participant teachers about internship trainers are examined under three main themes: (i) the importance and contributions of internship trainers in their professional development, (ii) internship trainers' approach to internships and prospective mathematics teachers, (iii) characteristics that internship trainers must have.
💡
Conclusion & Impact:The results indicate that middle school mathematics teachers have very negative experiences and perceptions about internship trainers.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters
Abstract
The aim of this phenomenology research is to define the perceptions of middle school mathematics teachers about internship trainers (mentor teachers and university supervisors). The perceptions of participant teachers about internship trainers are examined under three main themes: (i) the importance and contributions of internship trainers in their professional development, (ii) internship trainers' approach to internships and prospective mathematics teachers, (iii) characteristics that internship trainers must have. The results indicate that middle school mathematics teachers have very negative experiences and perceptions about internship trainers.
🔖
Cite This Article
BOZKURT, E., ÖZKAYA, F., ÇİL, T., DÜLGER, M. (2022). Mentorship: Reflections from Middle School Mathematics Teachers. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, Cilt: 10 - Sayı: 1, 20–31. https://ajindex.com/articles/428309
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.
Baki, A. (2001). Bilişim teknolojisi ışığı altında matematik eğitiminin değerlendirilmesi. Millî Eğitim Dergisi, 149(1), 26-31.
Bardak, Ç. (2015). Öğretmen eğitim programının uygulama boyutuna yönelik öğretmen görüşlerinin incelenmesi Doğu Akdeniz Üniversitesi]. Gazimağusa, Kuzey Kıbrıs. Boz, N., & Boz, Y. (2006). Do prospective teachers get enough experience in school placements? Journal of Education for Teaching, 32(4), 353-368.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21(5), 563-577.
Demir, M. K., Şahin, Ç., & Arcagök, S. Sınıf öğretmeni adaylarının okul deneyimi derslerine ilişkinn tutumlarının değerlendirilmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 25, 136-156.
Demircan, C. (2007). Okul deneyimi II dersine yönelik öğrenci görüşlerinin incelenmesi (Mersin Üniversitesi Örneği). Mersin Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 119-132.
Donche, V., Vanhoof, J., & Van Petegem, P. (2003). Beliefs about Learning Environments: How Do Student Teachers Think, Reflect and Act Concerning Self Regulated and Cooperative Learning in Flanders (Belgium)? AERA, Seattle, WA Endedijk, M. D., Vermunt, J. D., Verloop, N., & Brekelmans, M. (2012). The nature of student teachers’ regulation of learning in teacher education. British Journal of Educational Psychology, 82(3), 469-491.
Eraslan, A. (2008). Fakülte-okul işbirliği programı: Matematik öğretmeni adaylarının okul uygulama dersi üzerine görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(34), 95-105.
Erhan-Kurt, G. (2016). Matematik öğretmen adaylarının okul deneyimi dersine yönelik beklentileri nelerdir? Eğitim ve Öğretim Araştırmaları Dergisi, 5(3), 279-289.
Ersoy, Y. (2005). Teknoloji destekli matematik eğitimine-öğretimine bakışlar-I: Fen lisesi matematik öğretmenlerinin görüşlerinden kesitler. TOJET: The Turkish On Line Journal of Educational Technology. Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055.
Göktaş, Ö., & Şad, S. N. (2014). Okul deneyimi ve öğretmenlik uygulaması dersi uygulama öğretmenlerinin seçim