Design and Implementation of Mentoring Programs

Design and Implementation of Mentoring Programs

Hale Sucuoğlu (Dokuz Eylul University, Turkey)
Copyright: © 2018 |Pages: 13
DOI: 10.4018/978-1-5225-4050-2.ch017
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It is hard to mention a single type of mentoring since every mentoring process might have different needs and purposes. Mentor and mentee should come together and determine the needs and goals for designing a mentoring program. This is the best possible way to make an effective program. A well-planned mentoring program is required for new graduate teachers to be trained well. Needs analysis must be done in the first stage of the program. After the program's development phases that involve design and implementation, evaluation phase enables the program to succeed and be effective. The characteristics such as personality, attitude, and education background of both the mentor and mentee should be taken into consideration when performing mentoring implementations for teacher training. This enhances acqusitions achieved from the process. It is of importance to receive support from specialists in their fields, academicians in education faculties of universities, and program development experts during the process of mentoring training program.
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The education received by a newly graduate teacher at university is mostly theoretical. However, teaching is a profession for which both theoretical profession knowledge and practical experiences are of importance. Therefore, the candidacy period of teachers who have just started teaching should be predominantly practical in first years; besides, it should be such as to provide with significant professional experiences and skills.

The disregard of the fact that experience and pre-service training programs in teachers’ education cause the yawning gap between school and university to expand. Therefore, successful and effective mentoring programs are needed to be improved (Bakioğlu, 2015). Well-designed mentoring programs prove that they increase the pursuing teaching ratio of new teachers through improving their approaches, effectiveness and educational skills. As long as the mentoring programs and candidacy programs are well-designed and supported, teachers specialize in a shorter time than those who learn by trial-and-error method (Ornstein, Pajak ve Ornstein, 2003).

Curriculum concept roots from Latin and it originates from the word currere which means to run and to walk in French. It means route which is followed. In the process of time, it has had the meaning of curriculum within the context of school (Ellis, 2014). Taba and Tyler define curriculum as the written document or action plan by which strategies are determined to achieve intended goals and attitudes. Saylor, Alexander and Lewis state that curriculum is a plan which provides individuals to be trained with learning experiences (Demirel, 2012). When the definitions of curriculum are generally examined, it is seen that there is no single definition concluded and definitions vary. It is emphasized that curriculum is defined as a plan for achieving the goals and that learning-teaching processes, in other words; experiences, are important. Moreover, each program is defined as a field of study which has unique basis, philosophies, domains, researchs, theories, principles and experts

Development and planning phases in a curriculum are of importance. Development is an old and the most common approach in the field in terms of analyzing the curriculum. In addition to signifying how a traning program is planned, performed and evaluated, it also presents who participated in producing the plan, which processes and procedures are included (Ornstein, 2015). Curriculum design is the process of determination of which elements to establish a program. When designing a program, planning how it will be developped must be primary. Program designs consist of the key elements that form a curriculum. Various designs are obtained propounding differences in terms of the relationships between these elements. The key elements of a program include goal, context (field of subject), learning-teaching processes and evaluation. These elements interact with each other, so this interaction must be taken into consideration in terms of the assumption that it can cause a change in an element/elements of the system and affect the system in its totality (Demirel, 2012).

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