The purpose of this study is to investigate the contribution of reflection based mentoring to the initial professional development of student teachers during teaching practice The study was carried out with twelve student teachers within an environment where the student teachers were provided with reflective dialog by the tutor and mentor concerning their teaching practices Reflective practice was created by the tutor who made observations and took notes about the student teachers? teaching practices in classrooms The quantitative data showed that the student teachers? professional development was observed particularly for the area of learning and teaching and also qualitative data illustrated that reflective environments contributed to the professional development of the student teachers In the study it is recommended that how reflective based mentoring contributes to the development of student teachers by means of those who are involved in teaching practice
📌 3 Key Takeaways
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Objective & Hypothesis:The purpose of this study is to investigate the contribution of reflection based mentoring to the initial professional development of student teachers during teaching practice The study was carried out with twelve student teachers within an environment where the student teachers were provided with reflective dialog by the tutor and mentor concerning their teaching practices Reflective practice was created by the tutor who made observations and took notes about the student teachers? teaching practices in classrooms The quantitative data showed that the student teachers? professional development was observed particularly for the area of learning and teaching and also qualitative data illustrated that reflective environments contributed to the professional development of the student teachers In the study it is recommended that how reflective based mentoring contributes to the development of student teachers by means of those who are involved in teaching practice
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Key Findings & Data:The purpose of this study is to investigate the contribution of reflection based mentoring to the initial professional development of student teachers during teaching practice The study was carried out with twelve student teachers within an environment where the student teachers were provided with reflective dialog by the tutor and mentor concerning their teaching practices Reflective practice was created by the tutor who made observations and took notes about the student teachers? teaching practices in classrooms The quantitative data showed that the student teachers? professional development was observed particularly for the area of learning and teaching and also qualitative data illustrated that reflective environments contributed to the professional development of the student teachers In the study it is recommended that how reflective based mentoring contributes to the development of student teachers by means of those who are involved in teaching practice
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Conclusion & Impact:The purpose of this study is to investigate the contribution of reflection based mentoring to the initial professional development of student teachers during teaching practice The study was carried out with twelve student teachers within an environment where the student teachers were provided with reflective dialog by the tutor and mentor concerning their teaching practices Reflective practice was created by the tutor who made observations and took notes about the student teachers? teaching practices in classrooms The quantitative data showed that the student teachers? professional development was observed particularly for the area of learning and teaching and also qualitative data illustrated that reflective environments contributed to the professional development of the student teachers In the study it is recommended that how reflective based mentoring contributes to the development of student teachers by means of those who are involved in teaching practice
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Yansıtma temelli rehberlik · dönüt · öğretmen adayı
Abstract
The purpose of this study is to investigate the contribution of reflection based mentoring to the initial professional development of student teachers during teaching practice The study was carried out with twelve student teachers within an environment where the student teachers were provided with reflective dialog by the tutor and mentor concerning their teaching practices Reflective practice was created by the tutor who made observations and took notes about the student teachers? teaching practices in classrooms The quantitative data showed that the student teachers? professional development was observed particularly for the area of learning and teaching and also qualitative data illustrated that reflective environments contributed to the professional development of the student teachers In the study it is recommended that how reflective based mentoring contributes to the development of student teachers by means of those who are involved in teaching practice
Özet
Bu araştırma öğretmen adaylarına öğretmenlik uygulaması sırasında yapılan yansıtma temelli rehberliğin onların mesleki gelişimlerine katkılarını ortaya koymak amacıyla yapılmıştır On iki öğretmen adayı ile yürütülen araştırmada uygulama öğretim elemanının gözlemleri ve deneyimler üzerine yapılan yansıtıcı sohbetler ile öğretmenlik uygulaması sürecini rehberlik açısından destekleyen bir ortam oluşturulmuştur Araştırmadan elde edilen nicel veriler öğretmen adaylarının özellikle öğrenme öğretme sürecine yönelik gelişmeleri işaret etmektedir Nitel veriler ise öğretmen adaylarına sağlanan sorgulatıcı yansıtıcı ortamların bu gelişmeleri olumlu yönde etkilediğini göstermektedir Araştırmada uygulama sürecinde yansıtma temelli uygulamalarda ilgili kişilerin etkili öğretmen eğitimine ne şekilde katkı sağlayacağına dayalı önerilerde bulunulmuştur
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