Training in?service teachers through individualized technology?related mentorship

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dc.authorid0000-0002-2006-8737en_US
dc.authorid0000-0001-6044-4293en_US
dc.authorid0000-0002-9865-2546en_US
dc.authorid0000-0001-7175-8677en_US
dc.authorid0000-0001-7175-8677en_US
dc.contributor.authorBaşer, Derya
dc.contributor.authorAkkuş, Recai
dc.contributor.authorAkayoğlu, Sedat
dc.contributor.authorTop, Ercan
dc.contributor.authorGürer, Melih Derya
dc.date.accessioned2023-05-31T11:05:55Z
dc.date.available2023-05-31T11:05:55Z
dc.date.issued2021en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümüen_US
dc.description.abstractFollowing the recent developments in information and communication technologies (ICT), educators cannot opt-out using technology in educational settings. Yet, research studies have indicated that teachers' lack of ICT knowledge is considered among the barriers for successful technology integration. Within this framework, this study aimed at documenting the perceptions of in-service teachers about individualized technology-related (ITR) mentoring processes based on the TPACK model. The ITR mentorship provided one-to-one mentoring sessions lasting two semesters at the schools where the teachers worked. The collaboration between the mentor and the mentee (teacher), called ITR mentorship, included not only the support for technological needs of the teachers but also preparing course materials for teaching specific content of the subject. Through mixed methodology, quantitative and qualitative data were collected from participating 31 (17 mathematics and 14 language) teachers. At the end of the study, the change in perceived TPACK levels of teachers was quantitatively examined and qualitatively supported with their views on this process. It was found that technology-related TPACK constructs significantly increased through one-to-one mentoring due to its non-threatening atmosphere, enabling flexible time and content, and addressing the needs of the teachers. In the light of these findings, the ITR mentorship can be suggested for the professional development of teachers and considered for in-service teacher trainings.en_US
dc.identifier.citationBaser, D., Akkus, R., Akayoglu, S., Top, E., & Gurer, M. D. (2021). Training in-service teachers through individualized technology-related mentorship. Educational Technology Research and Development, 69, 3131-3151.en_US
dc.identifier.doi10.1007/s11423-021-10065-w
dc.identifier.endpage3151en_US
dc.identifier.issn1042-1629
dc.identifier.issn1556-6501
dc.identifier.issue6en_US
dc.identifier.scopus2-s2.0-85118603407en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage3131en_US
dc.identifier.urihttp://dx.doi.org/10.1007/s11423-021-10065-w
dc.identifier.urihttps://hdl.handle.net/20.500.12491/11027
dc.identifier.volume69en_US
dc.identifier.wosWOS:000715681600002en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorBaşer, Derya
dc.institutionauthorAkkuş, Recai
dc.institutionauthorAkayoğlu, Sedat
dc.institutionauthorTop, Ercan
dc.institutionauthorGürer, Melih Derya
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofEtr&D-Educational Technology Research And Developmenten_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectProfessional Developmenten_US
dc.subjectIn-Service Teacher Trainingen_US
dc.subjectIndividualized Technology-Related Mentoringen_US
dc.subjectTPACKen_US
dc.subjectTechnology Integrationen_US
dc.titleTraining in?service teachers through individualized technology?related mentorshipen_US
dc.typeArticleen_US

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