2020/06/04 by Gülbahar Yılmaz, Fatma Bıkmaz
Arts and Humanities · Social Sciences · #Collaborative Teaching and Inclusion #Education Practices and Challenges #Education and Technology Integration
paper · doi:10.1080/02619768.2020.1777978
openalex publication_date 2020/06/04 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/23
In recent years, increased attention has been focused on the mentoring of teacher candidates throughout Turkey. In particular, the requirement for school principals and mentor teachers to attend mentor education programmes as specified in the Teacher Strategy Document (TSD) set forth by Ministry of National Education (MoNE). Therefore, the aim of the following study is to reveal the professional learning needs of teachers who are assigned as mentors. The authors framed the research issue by outlining the professional learning needs of mentor teachers from the perspective of mentor teachers, university supervisors and teacher candidates. This research took place at three state universities along with the associated practicum schools. It was revealed in the study findings that mentor teacher education programmes were designed around three primary themes: professional knowledge and skills, core mentoring skills and social qualifications.