Mentoring in-service chemistry teachers: acquirements as mentees

The aim of this study is to identify a group of chemistry teachers' (mentees) acquirements of mentoring program by analyzing their reflective journals. Four mentees participated in this study and they met with their mentors once a week for eight consecutive weeks. The mentees devised lesson pla...

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Published inReflective practice Vol. 19; no. 2; pp. 193 - 210
Main Authors Saglam Arslan, Aysegul, Unal, Suat, Karataş, Faik Özgür, Cengiz, Canan
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 04.03.2018
Taylor & Francis Ltd
Subjects
chemistry teachers
mentees' acquisitions
Mentoring
Mentoring programs
Mentors
quality of reflections
reflective journals
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Abstract The aim of this study is to identify a group of chemistry teachers' (mentees) acquirements of mentoring program by analyzing their reflective journals. Four mentees participated in this study and they met with their mentors once a week for eight consecutive weeks. The mentees devised lesson plans as well as activities during the mentoring sessions. After each mentoring session, the mentees were asked to reflect the process and their gains to their journals. The journals were analyzed in two stages; content analysis of the journals and the analysis of the mentees level of reflections. The analysis of the mentees' journals showed that the mentorship program supported the mentees to improve their pedagogical content knowledge; allow them to utilize various methods, techniques, and materials in their lessons. Besides, the mentees indicated that they performed chemistry courses more effectively with the help of the acquirements from the mentoring sessions. The result of this study showed also that mentors can play key roles in supporting professional developments of teachers. It is suggested that rehearsing lesson plans before going into the classroom would make the mentoring sessions more beneficial.
AbstractList The aim of this study is to identify a group of chemistry teachers' (mentees) acquirements of mentoring program by analyzing their reflective journals. Four mentees participated in this study and they met with their mentors once a week for eight consecutive weeks. The mentees devised lesson plans as well as activities during the mentoring sessions. After each mentoring session, the mentees were asked to reflect the process and their gains to their journals. The journals were analyzed in two stages; content analysis of the journals and the analysis of the mentees level of reflections. The analysis of the mentees' journals showed that the mentorship program supported the mentees to improve their pedagogical content knowledge; allow them to utilize various methods, techniques, and materials in their lessons. Besides, the mentees indicated that they performed chemistry courses more effectively with the help of the acquirements from the mentoring sessions. The result of this study showed also that mentors can play key roles in supporting professional developments of teachers. It is suggested that rehearsing lesson plans before going into the classroom would make the mentoring sessions more beneficial.
Author Unal, Suat
Cengiz, Canan
Karataş, Faik Özgür
Saglam Arslan, Aysegul
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Copyright 2018 Informa UK Limited, trading as Taylor & Francis Group 2018
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SubjectTerms chemistry teachers
mentees' acquisitions
Mentoring
Mentoring programs
Mentors
quality of reflections
reflective journals
Title Mentoring in-service chemistry teachers: acquirements as mentees
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https://www.proquest.com/docview/2307150583/abstract/
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