Overcoming the Coronavirus Impact on Novice Teachers Through E-Mentoring: Online Reflection and E-Mentoring

Overcoming the Coronavirus Impact on Novice Teachers Through E-Mentoring: Online Reflection and E-Mentoring

Enisa Mede (Bahcesehir University, Turkey), Zeynep Yücel (Bahçeşehir College, Turkey) and Derin Atay (Bahçeşehir University, Turkey)
DOI: 10.4018/978-1-7998-5598-9.ch004
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Abstract

The aim of this chapter is to present the mentoring offered to novice teachers during the coronavirus (COVID-19) period. Four novice English teachers engaged in the distance education program of a private K-12 school in Istanbul, Turkey participated in the study. The data was collected qualitatively from teacher diaries and online discussions between the novices and their mentors. Specifically, the participating teachers wrote online diaries regarding the three types of reflection (e.g., reflection-in, reflection-on, and reflection-for). Then, they participated in online discussions with their mentor reflecting on their lessons and reframing decisions about their classroom practices. The findings of this study will provide further directions in identifying effective practices for novice teachers through online reflection and e-mentoring to support distance education in English classrooms.
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Need For Reflection And Reflective Teachers

Reflection is a central concept of the teaching process. According to Serafinin (2001), reflective emphasis on decision-making comprises a conscious, systematic, deliberate process of framing and re-framing classroom practice (Serafini, 2001). In order to enhance professional practice, reflective practices should be advanced to equip teachers to recognize key moments in their classrooms (Işikoğlu, 2007; Meir & Stremmel, 2010) which help them to build bridges between pre-service to in-service training. In addition, reflection also helps teachers connect what they have learned from theory and carry it in their classroom practices (Ference, Clement, & Smith, 2008-2009).

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