Benchmarking Mentoring Practices: A Case Study in Turkey
Peter Hudson 1, Muhammet Uşak 2 * , Ayşe Savran-Gencer 3
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1 Queensland University of Technology, Quesland, AUSTRALIA
2 Zirve University, Gaziantep, TURKEY
3 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.

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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

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

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

Publication date: 22 Dec 2010

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