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Subject-Specific Mentoring For Increasing Preservice Teachers’ Inclusive Practices: A Lens Of Affordances

Year 2023, Volume: 5 Issue: Özel Sayı, 306 - 331, 29.10.2023

Abstract

This research focuses on a case study based on a series of observations, interviews, diaries of mentors and material analysis that were developed by preservice teachers guided by a subject-specific mentoring approach. In this study, subject-specific mentoring brought together special education (SE) faculty members and preservice Instructional Technology (IT) teachers. In order to guide the preservice IT teachers’ integration of technology into pedagogical practices related to inclusive education, eight Special Education faculty members (three female, five male) were assigned mentor roles. In total, 42 preservice IT teachers (24 female, 18 male) were assigned mentee roles; additionally, they undertook the function of being instructional designers. The study aimed to explore the understanding of participants’ affordances of this particular mentoring study. Affordances of the study’s mentoring program clustered around four emerging themes; namely “mediating elements,” “social support,” “structured process,” and “subject-specific focus.” The study points toward subject-specific mentoring as a way of enhancing knowledge construction of preservice teachers to conduct instructional decision-making in SE.

References

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  • Ambrosetti, A. (2014). Are you ready to be a mentor? Preparing teachers for mentoring pre-service teachers. Australian Journal of Teacher Education, 39(6), 30-42. https://doi.org/10.14221/ajte.2014v39n6.2
  • Ambrosetti, A. & Dekkers, J. (2010). The interconnectedness of the roles of mentors and mentees in preservice teacher education mentoring relationships. Australian Journal of Teacher Education, 35(6), 42-55. http://dx.doi.org/10.14221/ajte.2010v35n6.3
  • Ambrosetti, A., Knight, B. A., & Dekkers, J. (2014). Maximizing the potential of mentoring: A framework for pre-service teacher education. Mentoring & Tutoring: Partnership in Learning, 22(3), 224-239. https://doi.org/10.1080/13611267.2014.926662
  • Arslan, O. (2013). Current use of instructional technology by METU faculty: barriers and enablers [Unpublished master’s thesis]. Middle East Technical University. https://open.metu.edu.tr/bitstream/handle/11511/23101/index.pdf?sequence=1
  • Arslan, O., Kamalı-Arslantaş, T., & Baran, E. (2021). Integrating technology into an engineering faculty teaching context: examining faculty experiences and student perceptions. European Journal of Engineering Education. Advance online publication. https://doi.org/10.1080/03043797.2021.2011148
  • Awaya, A., McEwan, H., Heyler, D., Linsky, S., Lum, D., & Wakukawa, P. (2003). Mentoring as a journey. Teaching and Teacher Education, 19(1), 45-56. https://doi.org/10.1016/S0742-051X(02)00093-8
  • Baran, E. (2016). Examining the benefits of a faculty technology mentoring program on graduate students’ professional development. Journal of Digital Learning in Teacher Education, 32(3), 95-104. https://doi.org/10.1080/21532974.2016.1169958
  • Bella, R. A. (2016). Investigating psychological parameters of effective Teaching in a diverse classroom situation: The case of the higher teachers’ training college Maroua, Cameroon. Journal of Education and Practice, 7(23), 72-80. https://www.iiste.org/Journals/index.php/JEP/article/view/32579
  • Benton-Borghi, B. H. (2013). A universally designed for learning (UDL) infused technological pedagogical content knowledge (TPACK) practitioners’ model essential for teacher preparation in the 21st century. Journal of Educational Computing Research, 48(2), 245-265. https://doi.org/10.2190/EC.48.2.g
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  • Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Center for Applied Special Technology (CAST. 1998). What is universal design for learning? Wakefield, MA: Author. Retrieved July 11, 2019, from http://www.cast.org/research/udl/index.html
  • Conole, G. & Dyke, M. (2004). What are the affordances of information and communications technologies? Research in Learning Technology, 12(2), 113-124. https://doi.org/10.1080/0968776042000216183
  • Coyne, P., Evans, M., & Karger, J. (2017). Use of a UDL literacy environment by middle school students with intellectual and developmental disabilities. Intellectual & Developmental Disabilities, 55(1), 4-14. https://doi.org/10.1352/1934-9556-55.1.4
  • Crisp, G. & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525-545. https://doi.org/10.1007/s11162-009-9130-2
  • Dani, D. E., Hallman-Thrasher, A., Harrison, L. M., Diki, K., Felton-Koestler, M., Kopish, M., Dunham, J., & Harvey, L. W. (2019). Affordances of a cyclical and content-specific model of collaborative mentoring. In T. E. Hodges & A. C. Baum (Eds.), Handbook of Research on Field-Based Teacher Education (pp. 117-141). IGI Global. https://doi.org/10.4018/978-1-5225-6249-8.ch005
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  • Giblin, F. & Lakey, B. (2010). Integrating mentoring and social support research within the context of stressful medical training. Journal of Social and Clinical Psychology, 29(7), 771-796. https://doi.org/10.1521/jscp.2010.29.7.771
  • Hairon, S., Loh, S. H., Lim, S. P., Govindani, S. N., Tan, J. K. T., & Tay, E. C. J. (2019). Structured mentoring: Principles for effective mentoring. Educational Research for Policy and Practice, 19, 105-123. https://doi.org/10.1007/s10671-019-09251-8
  • Hayes, N. (2000). Doing psychological research: gathering and analyzing data. Open University Press.
  • Hedner, T., Adli, A., & Magnus, K. (2011). Entrepreneurial resilience. Annals of Innovation and Entrepreneurship, 2(1), Article. 7986. https://doi.org/10.3402/aie.v2i1.6002
  • Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207-216. https://doi.org/10.1016/j.tate.2008.09.001
  • House, J. S. (1981). Work stress and social support. Wesley.
  • Hudson, P. (2004). Specific mentoring: a theory and model for developing primary science teaching practices. European Journal of Teacher Education, 27(2), 139-146. https://doi.org/10.1080/0261976042000223015
  • Hudson, P. (2016). Identifying mentors’ observations for providing feedback. Teachers and Teaching: Theory and Practice, 22(2), 219-234. https://doi.org/10.1080/13540602.2015.1055446
  • Hudson, P. & Hudson, S. (2018). Mentoring preservice teachers: Identifying tensions and possible resolutions. Teacher Development, 22(1), 16-30. https://doi.org/10.1080/13664530.2017.1298535
  • Hudson, P., Skamp, K., & Brooks, L. (2005). Development of an instrument: Mentoring for effective primary science teaching. Science Education, 89(4), 657-674. https://doi.org/10.1002/sce.20025
  • Israel, M., Ribuffo, C., & Smith, S. (2014). Universal design for learning: Recommendations for teacher preparation and professional development (Document No. IC-7). http://ceedar.education.ufl.edu/tools/innovation-configurations/.
  • Izadinia, M. (2016). Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? Professional Development in Education, 42(3), 387-402. https://doi.org/10.1080/19415257.2014.994136
  • Kamalı-Arslantaş, T. (2021). Evrensel tasarım [Universal design for learning]. In T. Kamalı-Arslantaş & G. Yalçın (Eds.), Görme yetersizliği olan bireylerin eğitiminde yardımcı teknolojiler ve erişilebilirlik [Assistive technologies in the education of individuals with visual impairment and accessibility]. (pp.43-62). Nobel
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  • Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional methods on the quality of online discussion. British Journal of Educational Technology, 38(2), 260-271. https://doi.org/10.1111/j.1467-8535.2006.00620.x
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Öğretmen Adaylarının Kapsayıcı Uygulamalarını Artırmak için Konuya Özel Mentörlük: Olanaklar Açısından Bakış

Year 2023, Volume: 5 Issue: Özel Sayı, 306 - 331, 29.10.2023

Abstract

Bu araştırma, öğretmen adayları tarafından konuya özel mentörlük yaklaşımıyla geliştirilen bir dizi gözlem, görüşme, mentör günlükleri ve materyal analizine dayanan bir vaka çalışmasına odaklanmaktadır. Bu çalışmada, konuya özgü mentörlük, özel eğitim öğretim üyeleri ile bilişim teknolojileri öğretmen adaylarını bir araya getirmiştir. Bilişim teknolojileri öğretmen adaylarının teknolojiyi kapsayıcı eğitimle ilgili pedagojik uygulamalara entegre etmelerine rehberlik etmek amacıyla sekiz Özel Eğitim öğretim üyesine (üç kadın, beş erkek) mentörlük rolü verilmiştir. Toplamda 42 bilişim teknolojileri öğretmen adayına (24 kadın, 18 erkek) menti rolü verilmiş; ayrıca öğretim tasarımcısı olma işlevini de üstlenmişlerdir. Çalışma, katılımcıların bu özel mentörlük çalışmasına ilişkin anlayışlarını keşfetmeyi amaçlamıştır. Çalışmanın bulguları mentörlük programının olanakları, "aracı unsurlar", "sosyal destek", "yapılandırılmış süreç" ve "konuya özel odaklanma" olmak üzere ortaya çıkan dört tema etrafında kümelenmiştir. Çalışma, öğretmen adaylarının özel eğitimde öğretimsel karar alma süreçlerinde bilgi yapılandırmalarını geliştirmenin bir yolu olarak konuya özel mentörlük uygulamalarının olanaklarına işaret etmektedir.

References

  • Alemdağ, E. & Ozdemir-Simşek, P. (2017). Pre-service teachers’ evaluation of their mentor teachers, school experiences, and theory– practice relationship. International Journal of Progressive Education, 13(2), 165-179. http://www.inased.org/v13n2/ijpev13n2.pdf
  • Ambrosetti, A. (2014). Are you ready to be a mentor? Preparing teachers for mentoring pre-service teachers. Australian Journal of Teacher Education, 39(6), 30-42. https://doi.org/10.14221/ajte.2014v39n6.2
  • Ambrosetti, A. & Dekkers, J. (2010). The interconnectedness of the roles of mentors and mentees in preservice teacher education mentoring relationships. Australian Journal of Teacher Education, 35(6), 42-55. http://dx.doi.org/10.14221/ajte.2010v35n6.3
  • Ambrosetti, A., Knight, B. A., & Dekkers, J. (2014). Maximizing the potential of mentoring: A framework for pre-service teacher education. Mentoring & Tutoring: Partnership in Learning, 22(3), 224-239. https://doi.org/10.1080/13611267.2014.926662
  • Arslan, O. (2013). Current use of instructional technology by METU faculty: barriers and enablers [Unpublished master’s thesis]. Middle East Technical University. https://open.metu.edu.tr/bitstream/handle/11511/23101/index.pdf?sequence=1
  • Arslan, O., Kamalı-Arslantaş, T., & Baran, E. (2021). Integrating technology into an engineering faculty teaching context: examining faculty experiences and student perceptions. European Journal of Engineering Education. Advance online publication. https://doi.org/10.1080/03043797.2021.2011148
  • Awaya, A., McEwan, H., Heyler, D., Linsky, S., Lum, D., & Wakukawa, P. (2003). Mentoring as a journey. Teaching and Teacher Education, 19(1), 45-56. https://doi.org/10.1016/S0742-051X(02)00093-8
  • Baran, E. (2016). Examining the benefits of a faculty technology mentoring program on graduate students’ professional development. Journal of Digital Learning in Teacher Education, 32(3), 95-104. https://doi.org/10.1080/21532974.2016.1169958
  • Bella, R. A. (2016). Investigating psychological parameters of effective Teaching in a diverse classroom situation: The case of the higher teachers’ training college Maroua, Cameroon. Journal of Education and Practice, 7(23), 72-80. https://www.iiste.org/Journals/index.php/JEP/article/view/32579
  • Benton-Borghi, B. H. (2013). A universally designed for learning (UDL) infused technological pedagogical content knowledge (TPACK) practitioners’ model essential for teacher preparation in the 21st century. Journal of Educational Computing Research, 48(2), 245-265. https://doi.org/10.2190/EC.48.2.g
  • Bower, M. (2017). Technology integration as an educational imperative. In M. Bower (Ed.), Design of technology-enhanced learning: Integrating research and practice (pp. 1-16). Emerald. https://doi.org/10.1108/9781787141827
  • Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Center for Applied Special Technology (CAST. 1998). What is universal design for learning? Wakefield, MA: Author. Retrieved July 11, 2019, from http://www.cast.org/research/udl/index.html
  • Conole, G. & Dyke, M. (2004). What are the affordances of information and communications technologies? Research in Learning Technology, 12(2), 113-124. https://doi.org/10.1080/0968776042000216183
  • Coyne, P., Evans, M., & Karger, J. (2017). Use of a UDL literacy environment by middle school students with intellectual and developmental disabilities. Intellectual & Developmental Disabilities, 55(1), 4-14. https://doi.org/10.1352/1934-9556-55.1.4
  • Crisp, G. & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525-545. https://doi.org/10.1007/s11162-009-9130-2
  • Dani, D. E., Hallman-Thrasher, A., Harrison, L. M., Diki, K., Felton-Koestler, M., Kopish, M., Dunham, J., & Harvey, L. W. (2019). Affordances of a cyclical and content-specific model of collaborative mentoring. In T. E. Hodges & A. C. Baum (Eds.), Handbook of Research on Field-Based Teacher Education (pp. 117-141). IGI Global. https://doi.org/10.4018/978-1-5225-6249-8.ch005
  • Deng, L. & Yuen, A. H.K. (2011). Towards a framework for educational affordances of blogs. Computers & Education, 56(2), 441-451. https://doi.org/10.1016/j.compedu.2010.09.005
  • Giblin, F. & Lakey, B. (2010). Integrating mentoring and social support research within the context of stressful medical training. Journal of Social and Clinical Psychology, 29(7), 771-796. https://doi.org/10.1521/jscp.2010.29.7.771
  • Hairon, S., Loh, S. H., Lim, S. P., Govindani, S. N., Tan, J. K. T., & Tay, E. C. J. (2019). Structured mentoring: Principles for effective mentoring. Educational Research for Policy and Practice, 19, 105-123. https://doi.org/10.1007/s10671-019-09251-8
  • Hayes, N. (2000). Doing psychological research: gathering and analyzing data. Open University Press.
  • Hedner, T., Adli, A., & Magnus, K. (2011). Entrepreneurial resilience. Annals of Innovation and Entrepreneurship, 2(1), Article. 7986. https://doi.org/10.3402/aie.v2i1.6002
  • Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207-216. https://doi.org/10.1016/j.tate.2008.09.001
  • House, J. S. (1981). Work stress and social support. Wesley.
  • Hudson, P. (2004). Specific mentoring: a theory and model for developing primary science teaching practices. European Journal of Teacher Education, 27(2), 139-146. https://doi.org/10.1080/0261976042000223015
  • Hudson, P. (2016). Identifying mentors’ observations for providing feedback. Teachers and Teaching: Theory and Practice, 22(2), 219-234. https://doi.org/10.1080/13540602.2015.1055446
  • Hudson, P. & Hudson, S. (2018). Mentoring preservice teachers: Identifying tensions and possible resolutions. Teacher Development, 22(1), 16-30. https://doi.org/10.1080/13664530.2017.1298535
  • Hudson, P., Skamp, K., & Brooks, L. (2005). Development of an instrument: Mentoring for effective primary science teaching. Science Education, 89(4), 657-674. https://doi.org/10.1002/sce.20025
  • Israel, M., Ribuffo, C., & Smith, S. (2014). Universal design for learning: Recommendations for teacher preparation and professional development (Document No. IC-7). http://ceedar.education.ufl.edu/tools/innovation-configurations/.
  • Izadinia, M. (2016). Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? Professional Development in Education, 42(3), 387-402. https://doi.org/10.1080/19415257.2014.994136
  • Kamalı-Arslantaş, T. (2021). Evrensel tasarım [Universal design for learning]. In T. Kamalı-Arslantaş & G. Yalçın (Eds.), Görme yetersizliği olan bireylerin eğitiminde yardımcı teknolojiler ve erişilebilirlik [Assistive technologies in the education of individuals with visual impairment and accessibility]. (pp.43-62). Nobel
  • Kamalı-Arslantaş, T. & Kocaöz, O. (2021). Examining the mentoring process in collaborative project-based learning of preservice instructional technology teachers. Education Reform Journal, 6(1), 47-61. http://dx.doi.org/10.22596/erj2021.06.01.47.61
  • Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional methods on the quality of online discussion. British Journal of Educational Technology, 38(2), 260-271. https://doi.org/10.1111/j.1467-8535.2006.00620.x
  • Kennedy, J. & Dorman, J. (2002). Development and validation of the extended practicum learning environment inventory. Australian Catholic University.
  • King, N. (2004). Using templates in the thematic analysis of text. In C. Cassell & G. Symon (Eds.), Essential guide to qualitative methods in organizational research (pp. 257-270). Sage. http://dx.doi.org/10.4135/9781446280119.n21
  • Le Cornu, R. & Ewing, R. (2008). Reconceptualising professional experiences in pre-service teacher education…. reconstructing the past to embrace the future. Teaching and Teacher Education, 24(7), 1799-1812. https://doi.org/10.1016/j.tate.2008.02.008
  • Marino, M. T., Sameshima, P., & Beecher, C. C. (2009). Enhancing TPACK with assistive technology: Promoting inclusive practices in pre-service teacher education. Contemporary Issues in Technology and Teacher Education, 9(2), 186-207. https://bit.ly/32OLy80
  • Mason, J. (2002). Qualitative researching (2nd ed.). Sage.
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There are 63 citations in total.

Details

Primary Language English
Subjects Other Fields of Education (Other)
Journal Section Articles
Authors

Tuğba Kamalı Arslantaş 0000-0002-6135-641X

Onur Emre Kocaöz 0000-0001-8412-0736

Early Pub Date October 27, 2023
Publication Date October 29, 2023
Submission Date August 30, 2023
Acceptance Date October 4, 2023
Published in Issue Year 2023 Volume: 5 Issue: Özel Sayı

Cite

APA Kamalı Arslantaş, T., & Kocaöz, O. E. (2023). Subject-Specific Mentoring For Increasing Preservice Teachers’ Inclusive Practices: A Lens Of Affordances. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 5(Özel Sayı), 306-331.