Exploring newly-qualified English teachers’ experiences of a mentorship program through a situational mentoring framework

Name: Exploring newly-qualified English teachers’ experiences of a mentorship program through a situational mentoring framework
Author: Karacan, C. G., Karanfil, Ferhat

İsim	Exploring newly-qualified English teachers’ experiences of a mentorship program through a situational mentoring framework
Yazar	Karacan, C. G., Karanfil, Ferhat
Basım Tarihi:	2025
Basım Yeri	- Taylor & Francis
Konu	Teacher induction program, Situational mentoring framework, Novice teachers, State school teachers, Newly qualified teachers of English as a foreign language
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Kayıt Numarası	e4682991-3898-4c27-8184-060a900dd011
Tarih	2025
Örnek Metin	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

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Exploring newly-qualified English teachers’ experiences of a mentorship program through a situational mentoring framework

Yazar Karacan, C. G., Karanfil, Ferhat

Basım Tarihi 2025

Basım Yeri - Taylor & Francis

Konu Teacher induction program, Situational mentoring framework, Novice teachers, State school teachers, Newly qualified teachers of English as a foreign language

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Kayıt Numarası e4682991-3898-4c27-8184-060a900dd011

Tarih 2025

Örnek Metin 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