Author
Karacan, C. G., Karanfil, Ferhat
Publication Date
2025
Publication Place
-
Taylor & Francis
Subject
Teacher induction program, Situational mentoring framework, Novice teachers, State school teachers, Newly qualified teachers of English as a foreign language
Type
Periodical
Language
English
Digital
Yes
Manuscript
No
Library
Özyeğin University
Record ID
e4682991-3898-4c27-8184-060a900dd011
Date
2025
Sample Text
When newly qualified English as foreign language teachers are appointed to state schools, they must engage in a mentoring relationship, a mandatory component of the teacher induction program. This qualitative descriptive case study aims to explore the current mentoring program through the lens of the Situational Mentoring Framework, focusing on four major components of a mentoring process: mentor selection; mentor and novice teacher preparation; support team, and accountability. Interview data were collected through one-on-one semi-structured interviews with six newly qualified in-service EFL teachers from various regions of Türkiye and analyzed using thematic and content analysis. The results indicated that teachers view the mentoring process primarily as burdensome and time-consuming paperwork, with little to no tangible benefits. Additionally, teachers identified problems with the current mentorship program and articulated features of their desired mentorship program.
DOI
10.1080/13611267.2025.2478383
