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The Contribution of Reflective-based Mentoring to the Initial Professional Development of Student Teachers during Teaching Practice

Author(s): Nevzat YİĞİT | Nedim ALEV | Durmuş EKİZ

Journal: Inonu University Journal of the Faculty of Education
ISSN 1300-2899

Volume: 11;
Issue: 3;
Start page: 75;
Date: 2010;
Original page

Keywords: Reflective-based mentoring | feedback | student teacher | initial professional development

The purpose of this study is to investigate the contribution of reflection-based mentoring to the initialprofessional development of student teachers during teaching practice. The study was carried out with twelvestudent teachers within an environment where the student teachers were provided with reflective dialog by thetutor and mentor concerning their teaching practices. Reflective practice was created by the tutor who madeobservations and took notes about the student teachers’ teaching practices in classrooms. The quantitativedata showed that the student teachers’ professional development was observed particularly for the area oflearning and teaching, and also qualitative data illustrated that reflective environments contributed to theprofessional development of the student teachers. In the study, it is recommended that how reflective-basedmentoring contributes to the development of student teachers by means of those who are involved in teachingpractice.
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