Search results for: Koç Ebru Melek
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The purpose of this study is to investigate the idiographic roles of mentors who supervise student teachers in distance-learning pre-service teacher education programs during practicum. The findings of the study revealed that the cooperating teachers identified the following tasks as their mentoring responsibilities: ‘Providing facilitative information to enhance classroom performance’, ‘Giving constructive feedback on teaching performance’, ‘Helping student teachers form a professional identity and become aware of their professional development’, ‘Providing moral support’, ‘Facilitating socialization of the student teacher’, ‘Scaffolding lesson planning’, ‘Willingly offering facilitative information’, ‘Helping students to use and understand observation forms’, ‘Preparing for the mentor role’ and ‘Interacting with other cooperating teachers’.
Updated: Sep. 29, 2014
The main purpose of the present research is to investigate the perceptions of the student teachers regarding mentor roles and create a reliable Mentor Teacher Role Inventory (MTRI) for a distance English Teacher Training context. The analysis shows that the MTRI is a very valid and reliable instrument. The author concludes that an imperative implication of the present study is that a reliable and valid Mentor Teacher Role Inventory is constructed. The analysis of the MTRI yielded mentor dimensions similar to those reported in previous literature increasing the confidence in the stability of these mentor roles.
Updated: Mar. 07, 2012