Research Article
BibTex RIS Cite

Translation of the Mentoring Conception Scale and the Mentoring Motivation Scale into Turkish: Validity and Reliability Study

Year 2025, Volume: 42 Issue: 1, 1 - 22, 01.05.2025

Arife Şahin , Fatma Aslan-tutak

https://doi.org/10.52597/buje.1389642

Abstract

This study aims to translate the Mentoring Conception Scale and Mentoring Motivation Scale into Turkish, to conduct reliability and validity analyses of the instruments, and to descriptively examine mentor teachers' mentoring conceptions and motivations in the Turkish context. The instruments were translated from Dutch to Turkish using a backward translation design and conducted with 141 mentor teachers in Istanbul. For reliability analysis, internal consistency coefficients and corrected item-total correlations were calculated. Confirmatory factor analyses were conducted to determine construct validity and discriminant validity was checked. Validity results confirmed the original structure of the instruments, which consists of two factors: developmental and instrumental conceptions, personal learning, and generative outcome motives. While internal consistency coefficients of conception factors were calculated as 0.96 and 0.94, internal consistency coefficients of motivation factors were calculated as 0.87 and 0.89. Descriptive findings showed that mentor teachers tended to give high scores for each conception and motivation factor.

Keywords

Mentoring in practicum mentoring conceptions mentoring motivations reliability validity

Ethical Statement

Ethical approval and written permission were obtained from the Social Sciences and Humanities Human Research Ethics Committee of Boğaziçi University (Application No: 2020-19, Approval Date: 17.02.2020, Meeting No: 2020/02).

Supporting Institution

Boğaziçi University

Project Number

BU-BAP-15961

References

  • Achinstein, B., & Athanases, S. (2005). Focusing new teachers on diversity and equity: Toward a knowledge base for mentors. Teaching and Teacher Education, 21(7), 843–862. https://doi.org/10.1016/j.tate.2005.05.017
  • Aguirre, J., & Speer, N. M. (1999). Examining the relationship between beliefs and goals in teacher practice. The Journal of Mathematical Behavior, 18(3), 327–356. https://doi.org/10.1016/S0732-3123(99)00034-6
  • Allen, T. D., Poteet, M. L., & Burroughs, S. M. (1997). The mentor’s perspective: A qualitative inquiry and future research agenda. Journal of Vocational Behavior, 51(1), 70–89. https://doi.org/10.1006/jvbe.1997.1596
  • Aydın, O., & Ok, A. (2020). Mentoring practices in English language teaching practicum: Student teachers' perspectives on cooperating teachers' roles in the Turkish context. The Teacher Educator, 55(3), 248–266. https://doi.org/10.1080/08878730.2019.1701756
  • Aypay, A. (2011). Öğretme ve öğrenme anlayışları ölçeği'nin Türkiye uyarlaması ve epistemolojik inançlar ile öğretme ve öğrenme anlayışları arasındaki ilişkiler. Kuram ve Uygulamada Eğitim Bilimleri, 11(1), 7–29.
  • Azkiyah, S. N., & Mukminin, A. (2017). In search of teaching quality of EFL student teachers through teaching practicum: Lesson from a teacher education program. Center for Educational Policy Studies Journal, 4(7), 105–124. https://doi.org/10.26529/cepsj.366
  • Blackwell, J. E. (1989). Mentoring: An action strategy for increasing minority faculty. Academe, 75(5), 8–14. https://doi:10.2307/40249734
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). The Guilford Press.
  • Burke, R. J. (1984). Mentors in organizations. Group and Organization Studies, 9(3), 353–372. https://doi.org/10.1177/105960118400900304
  • Chan, K. W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817–831. https://doi.org/10.1016/j.tate.2004.09.002
  • Cogan, M. L. (1973). Clinical supervision. Houghton Mifflin.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
  • Crasborn, F., Hennissen, P., Brouwer, N., Korthagen, F., & Bergen, T. (2008). Promoting versatility in mentor teachers’ use of supervisory skills. Teaching and Teacher Education, 24, 499–514. https://doi.org/10.1016/j.tate.2007.05.001
  • De Vaus, D. (2004). Surveys in Social Research. Routledge.
  • Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
  • Donche, V., & Van Petegem, P. (2011). Teacher educators’ conceptions of learning to teach and related teaching strategies. Research Papers in Education, 26(2), 207–222. https://doi.org/10.1080/02671522.2011.561979
  • Ekinci, N. (2016). Sınıf öğretmenlerinin öğretme-öğrenme anlayışları ve öğrenen özerkliğini destekleyici davranışları arasındaki ilişkiler. Akdeniz Eğitim Araştırmaları Dergisi, 10(19), 1–16.
  • Evans, C., & Kozhevnikova, M. (2011). Styles of practice: How learning is affected by students’ and teachers’ perceptions and beliefs, conceptions and approaches to learning. Research Papers in Education, 26, 133–148. https://doi.org/10.1080/02671522.2011.561973
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38, 47–65. https://doi.org/10.1080/0013188960380104
  • Flaxman, E., Ascher, L., & Harrington, C. (1968). Mentoring Programmes and Practices: An Analysis of the Literature. Institute for Urban and Minority Education, Columbia University Teachers’ College.
  • Franke, A., & Dahlgren, L. O. (1996). Conceptions of mentoring: An empirical study of conceptions of mentoring during the school-based teacher education. Teaching and Teacher Education, 12(6), 627–641. https://doi.org/10.1016/S0742-051X(96)00004-2
  • Furinghetti, F. (1998). Beliefs, conceptions and knowledge in mathematics teaching. In E. Pehkonen & G. Törner (Eds.), The State-of-art in Mathematics-related Belief Research: results of the MAVI Activities (pp. 11–36). University of Helsinki.
  • Gay, B. (1994). What Is Mentoring? Education+Training, 36(5), 4–7. http://doi.org/10.1108/00400919410062257
  • Gencel, İ. E. (2013). Öğretmenlerin öğretim stilleri tercihleri: Türkiye-ABD karşılaştırılması. International Periodical for The Languages, Literature and History of Turkish or Turkic, 8(8), 635–648.
  • George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference 11.0 update (4th ed.). Allyn & Bacon.
  • Graham, B. (2006). Conditions for successful field experiences: Perceptions of cooperating teachers. Teaching and Teacher Education, 22(8), 1118–1129. https://doi.org/10.1016/j.tate.2006.07.007
  • Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. C. Berliner, & R. Calfee (Eds.), Handbook of Educational Psychology (pp. 63–84). Macmillan.
  • Gürsoy, E., Bulunuz, N., Baltacı, Göktalay. S., Bulunuz, M., Kesner, J., & Salihoğlu, U. (2013). Clinical supervision model to improve supervisory skills of cooperating teachers and university supervisors during teaching practice. Hacettepe University Journal of Education, Special Issue (1), 191–203.
  • Hair, F. J., Black, W., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis. Pearson Education Limited.
  • Hao A., & Guzman, A. (2007). Why go into teaching? Understanding Filipino preservice teachers’ reasons for entering teacher education. KEDI Journal of Educational Policy, 4(2), 115-135.
  • Hennissen, P., Crasborn, F., Brouwer, N., Korthagen, F., & Bergen, T. (2008). Mapping mentor teachers' roles in mentoring dialogues. Educational Research Review, 3(2), 168-186. https://doi.org/10.1016/j.edurev.2008.01.001
  • Hudson, P., & Skamp, K. (2001, November 3-5). Mentoring preservice teachers of primary science [Conference session]. The Science Teachers' Association of Ontario Conference, Toronto.
  • Hudson, P., & Skamp, K. (2002). Mentoring preservice teachers of primary science. The Electronic Journal of Science Education, 7(1).
  • International Test Commission (ITC). (2018). ITC guidelines for translating and adapting tests. International Journal of Testing, 18(2), 101–134. https://doi.org/10.1080/15305058.2017.1398166
  • Isaac, S., & Michael, W. B. (1995). Handbook in research and evaluation: A collection of principles, methods, and strategies useful in the planning, design, and evaluation of studies in education and the behavioral sciences (3rd ed.). EdITS.
  • Jan, H. (2017). Teacher of 21st century: Characteristics and development. Research on humanities and social sciences, 7(9), 50–54.
  • Kanter, R. M. (1977). Men and women of the corporation. Basic.
  • Kline, P. (1994). An easy guide to factor analysis. Routledge.
  • Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97. https://doi.org/10.1016/j.tate.2003.10.002
  • Kram, K. E. (1983). Phases of the mentor relationship. The Academy of Management Journal, 26(4), 608–625. https://doi.org/10.2307/255910
  • Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. Scott, Foresman and Company.
  • Kroeze, C. (2014). Georganiseerde begeleiding bij opleiden in de school. Een onderzoek naar het begeleiden van werkplekleren van leraren in opleiding (Arranged mentoring in school-based teacher education. A study of mentoring student teacher’s workplace learning) [Unpublished doctoral dissertation]. Tilburg University.
  • Leshem, S. (2012). The many faces of mentor-mentee relationships in a pre-service teacher education programme. Creative Education, 3(4), 413–421. https://doi.org/10.4236/ce.2012.34065
  • Levinson, D. J., Carrow, C. N., Klein, E. B., Levinson, M. H., & McKee, B. (1978). The seasons of a man's life. New York: Knopf. https://doi.org/10.1177/105960117900400214
  • Marsh, H. W., Hau, K. T., Balla, J. R., & Grayson, D. (1998). Is more ever too much? The number of indicators per factor in confirmatory factor analysis. Multivariate behavioral research, 33(2), 181–220. https://doi.org/10.1207/s15327906mbr3302_1
  • Merriam, S. (1983). Mentors and proteges: A critical review of the literature. Adult Education Quarterly, 33(3), 161–173. https://doi.org/10.1177/074171368303300304
  • Moran, A., Kilpatrick, R., Abbot, L., Dallat, J., & McClune, B. (2001). Training to teach: Motivating factors and implications for recruitment. Evaluation and Research in Education, 15(1), 17–32. https://doi.org/10.1080/09500790108666980
  • Munby, H., Russell, T., & Martin, A. K. (2001). Teachers’ knowledge and how it develops. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.) (pp. 877–904). American Educational Research Association.
  • National Council for Accreditation of Teacher Education (NCATE). (2008). Professional standards for the accreditation of teacher preparation institutions. National Council for Accreditation of Teacher Education. Nganga, C., Bowne, M., & Stremmel, A. (2020). Mentoring as a developmental identity process. Mentoring & Tutoring: Partnership in Learning, 28(3), 259–277. https://doi.org/10.1080/13611267.2020.1783498
  • Nieva, V. F., & Gutek, B. A. (1981). Women and work: A psychological perspective. Praeger.
  • Nguyen, T. (2020). The factors influence the preservice teachers’ learning in the practicum. Journal of Comparative & International Higher Education, 12(651), 31–36. https://doi.org/10.32674/jcihe.v12i6S1.3089
  • Organization for Economic Co-operation and Development (OECD). (2011). Education at a glance 2011: OECD indicators. OECD Publishing. https://doi.org/10.1787/eag-2011-en
  • Orland, L. (2001). Reading a mentoring situation: One aspect of learning to mentor. Teaching and Teacher Education, 17(1), 75–88. https://doi.org/10.1016/S0742-051X(00)00039-1
  • Orland-Barak, L., & Klein, S. (2005). The expressed and the realized: Mentors’ representations of a mentoring conversation and its realization in practice. Teaching and Teacher Education, 21(4), 379–402. https://doi.org/10.1016/j.tate.2004.05.003
  • Phillips-Jones, L. (1982). Mentors and proteges. Arbor House.
  • Reid, I., & Caudwell, J. (1997). Why did secondary PGCE students choose teaching as a career? Research in Education, 58(1), 46–58. https://doi.org/10.1177/003452379705800105
  • Reilkoff, T. (1981). Advantages of supportive supervision over clinical supervision of teachers. NASSP Bulletin, 65(448), 28–34. https://doi.org/10.1177/019263658106544804
  • Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27–56. https://doi.org/10.1080/13598660500480290
  • Sağ, R. (2008). The expectations of student teachers about cooperating teachers, supervisors and practice schools. Egitim Arastirmalari-Eurasian Journal of Educational Research, 32(32), 117–132.
  • Shi, D., Lee, T., & Maydeu-Olivares, A. (2018). Understanding the model size effect on SEM fit indices. Educational and Psychological Measurement, 79(2), 310–334. https://doi.org/10.1177/0013164418783530
  • Sinclair, C., Dowson, M., & Thistleton-Martin, J. (2006). Motivations and profiles of cooperating teachers: Who volunteers and why? Teaching and Teacher Education, 22(3), 263–279. https://doi.org/10.1016/j.tate.2005.11.008
  • Stout, C. (1982). Why cooperating teachers accept students. Journal of Teacher Education, 33(6), 22–24. https://doi.org/10.1177/002248718203300605
  • Tanisli, D. & Kose, N.Y. (2013). Pre-service mathematics teachers’ knowledge of students about the algebraic concepts. Australian Journal of Teacher Education, 38(2), 1–18. https://doi.org/10.14221/ajte.2013v38n2.1
  • Under, H. (2010). Yapılandırmacılığın epistemolojik savlarının Türkiye’de ilköğretim fen ve teknoloji dersi programlarında görünümleri. Eğitim ve Bilim. 35(158), 199–214.
  • Usta, İ. (2019). Sınıf öğretmenlerinin epistemolojik inançları ve öğretme-öğrenme anlayışlarının incelenmesi [Unpublished master’s thesis]. Burdur Mehmet Akif Ersoy Üniversitesi.
  • van Ginkel, G., Verloop, N., & Denessen, E. (2016). Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions. Teachers and Teaching: theory and practice, 22(1), 101–116. https://doi.org/10.1080/13540602.2015.1023031
  • Wang, J., & Odell, S. J. (2002). Mentored learning to teach according to standards-based reform: A critical review. Review of Educational Research, 72(3), 481–546. https://doi.org/10.3102/00346543072003481
  • Yılmaz, G., & Bıkmaz, F. (2020). Revealing the professional learning needs of teachers for the successful mentoring of teacher candidates. European Journal of Teacher Education, 44(4), 538–554. https://doi.org/10.1080/02619768.2020.1777978
  • Zeichner, K. (2009). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1-2), 89–99. https://doi.org/10.1177/0022487109347671
  • Zey, M. G. (1984). The mentor connection. Dow Jones-Irwin.

Mentörlük Anlayış Ölçeği ve Mentörlük Motivasyon Ölçeğinin Türkçe’ye Çevrilmesi: Güvenirlik ve Geçerlik Çalışması

Year 2025, Volume: 42 Issue: 1, 1 - 22, 01.05.2025

Arife Şahin , Fatma Aslan-tutak

https://doi.org/10.52597/buje.1389642

Abstract

Bu çalışmanın amacı, Mentörlük Anlayış Ölçeği ve Mentörlük Motivasyon Ölçeğini Türkçe ’ye çevirip ölçeklerin geçerlik ve güvenirlik analizlerini yapmak ve mentör öğretmenlerinin mentörlük anlayışlarını ve motivasyonlarını Türkiye bağlamında betimsel olarak incelemektir. Ölçekler Hollandaca'dan Türkçe ‘ye geri çeviri yöntemi kullanılarak çevrilmiş ve İstanbul'da 141 mentör öğretmene uygulanmıştır. Güvenilirlik analizi için iç tutarlılık katsayıları ve düzeltilmiş madde-toplam korelasyonları hesaplanmıştır. Ölçeklerin yapı geçerliliğinin kontrolü için Doğrulayıcı Faktör Analizleri yapılmış ve ayırıcı geçerlilik de kontrol edilmiştir. Geçerlilik sonuçları, ölçeklerin iki faktörden oluşan orijinal yapısını doğrulamıştır: gelişimsel ve araçsal mentörlük anlayışı; kişisel öğrenme ve üretken sonuç güdüleri. Anlayış faktörlerinin iç tutarlılık katsayıları 0,96 ve 0,94 olarak hesaplanırken, motivasyon faktörlerinin iç tutarlılık katsayıları 0,87 ve 0,89 olarak hesaplanmıştır. Betimsel bulgular, mentör öğretmenlerinin her bir anlayış ve motivasyon faktörü için yüksek puanlar verme eğiliminde olduğunu göstermiştir.

Keywords

staj için mentörlük mentörlük anlayışı mentörlük motivasyonu geçerlik güvenirlik

Project Number

BU-BAP-15961

References

  • Achinstein, B., & Athanases, S. (2005). Focusing new teachers on diversity and equity: Toward a knowledge base for mentors. Teaching and Teacher Education, 21(7), 843–862. https://doi.org/10.1016/j.tate.2005.05.017
  • Aguirre, J., & Speer, N. M. (1999). Examining the relationship between beliefs and goals in teacher practice. The Journal of Mathematical Behavior, 18(3), 327–356. https://doi.org/10.1016/S0732-3123(99)00034-6
  • Allen, T. D., Poteet, M. L., & Burroughs, S. M. (1997). The mentor’s perspective: A qualitative inquiry and future research agenda. Journal of Vocational Behavior, 51(1), 70–89. https://doi.org/10.1006/jvbe.1997.1596
  • Aydın, O., & Ok, A. (2020). Mentoring practices in English language teaching practicum: Student teachers' perspectives on cooperating teachers' roles in the Turkish context. The Teacher Educator, 55(3), 248–266. https://doi.org/10.1080/08878730.2019.1701756
  • Aypay, A. (2011). Öğretme ve öğrenme anlayışları ölçeği'nin Türkiye uyarlaması ve epistemolojik inançlar ile öğretme ve öğrenme anlayışları arasındaki ilişkiler. Kuram ve Uygulamada Eğitim Bilimleri, 11(1), 7–29.
  • Azkiyah, S. N., & Mukminin, A. (2017). In search of teaching quality of EFL student teachers through teaching practicum: Lesson from a teacher education program. Center for Educational Policy Studies Journal, 4(7), 105–124. https://doi.org/10.26529/cepsj.366
  • Blackwell, J. E. (1989). Mentoring: An action strategy for increasing minority faculty. Academe, 75(5), 8–14. https://doi:10.2307/40249734
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). The Guilford Press.
  • Burke, R. J. (1984). Mentors in organizations. Group and Organization Studies, 9(3), 353–372. https://doi.org/10.1177/105960118400900304
  • Chan, K. W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817–831. https://doi.org/10.1016/j.tate.2004.09.002
  • Cogan, M. L. (1973). Clinical supervision. Houghton Mifflin.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
  • Crasborn, F., Hennissen, P., Brouwer, N., Korthagen, F., & Bergen, T. (2008). Promoting versatility in mentor teachers’ use of supervisory skills. Teaching and Teacher Education, 24, 499–514. https://doi.org/10.1016/j.tate.2007.05.001
  • De Vaus, D. (2004). Surveys in Social Research. Routledge.
  • Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
  • Donche, V., & Van Petegem, P. (2011). Teacher educators’ conceptions of learning to teach and related teaching strategies. Research Papers in Education, 26(2), 207–222. https://doi.org/10.1080/02671522.2011.561979
  • Ekinci, N. (2016). Sınıf öğretmenlerinin öğretme-öğrenme anlayışları ve öğrenen özerkliğini destekleyici davranışları arasındaki ilişkiler. Akdeniz Eğitim Araştırmaları Dergisi, 10(19), 1–16.
  • Evans, C., & Kozhevnikova, M. (2011). Styles of practice: How learning is affected by students’ and teachers’ perceptions and beliefs, conceptions and approaches to learning. Research Papers in Education, 26, 133–148. https://doi.org/10.1080/02671522.2011.561973
  • Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38, 47–65. https://doi.org/10.1080/0013188960380104
  • Flaxman, E., Ascher, L., & Harrington, C. (1968). Mentoring Programmes and Practices: An Analysis of the Literature. Institute for Urban and Minority Education, Columbia University Teachers’ College.
  • Franke, A., & Dahlgren, L. O. (1996). Conceptions of mentoring: An empirical study of conceptions of mentoring during the school-based teacher education. Teaching and Teacher Education, 12(6), 627–641. https://doi.org/10.1016/S0742-051X(96)00004-2
  • Furinghetti, F. (1998). Beliefs, conceptions and knowledge in mathematics teaching. In E. Pehkonen & G. Törner (Eds.), The State-of-art in Mathematics-related Belief Research: results of the MAVI Activities (pp. 11–36). University of Helsinki.
  • Gay, B. (1994). What Is Mentoring? Education+Training, 36(5), 4–7. http://doi.org/10.1108/00400919410062257
  • Gencel, İ. E. (2013). Öğretmenlerin öğretim stilleri tercihleri: Türkiye-ABD karşılaştırılması. International Periodical for The Languages, Literature and History of Turkish or Turkic, 8(8), 635–648.
  • George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference 11.0 update (4th ed.). Allyn & Bacon.
  • Graham, B. (2006). Conditions for successful field experiences: Perceptions of cooperating teachers. Teaching and Teacher Education, 22(8), 1118–1129. https://doi.org/10.1016/j.tate.2006.07.007
  • Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. C. Berliner, & R. Calfee (Eds.), Handbook of Educational Psychology (pp. 63–84). Macmillan.
  • Gürsoy, E., Bulunuz, N., Baltacı, Göktalay. S., Bulunuz, M., Kesner, J., & Salihoğlu, U. (2013). Clinical supervision model to improve supervisory skills of cooperating teachers and university supervisors during teaching practice. Hacettepe University Journal of Education, Special Issue (1), 191–203.
  • Hair, F. J., Black, W., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis. Pearson Education Limited.
  • Hao A., & Guzman, A. (2007). Why go into teaching? Understanding Filipino preservice teachers’ reasons for entering teacher education. KEDI Journal of Educational Policy, 4(2), 115-135.
  • Hennissen, P., Crasborn, F., Brouwer, N., Korthagen, F., & Bergen, T. (2008). Mapping mentor teachers' roles in mentoring dialogues. Educational Research Review, 3(2), 168-186. https://doi.org/10.1016/j.edurev.2008.01.001
  • Hudson, P., & Skamp, K. (2001, November 3-5). Mentoring preservice teachers of primary science [Conference session]. The Science Teachers' Association of Ontario Conference, Toronto.
  • Hudson, P., & Skamp, K. (2002). Mentoring preservice teachers of primary science. The Electronic Journal of Science Education, 7(1).
  • International Test Commission (ITC). (2018). ITC guidelines for translating and adapting tests. International Journal of Testing, 18(2), 101–134. https://doi.org/10.1080/15305058.2017.1398166
  • Isaac, S., & Michael, W. B. (1995). Handbook in research and evaluation: A collection of principles, methods, and strategies useful in the planning, design, and evaluation of studies in education and the behavioral sciences (3rd ed.). EdITS.
  • Jan, H. (2017). Teacher of 21st century: Characteristics and development. Research on humanities and social sciences, 7(9), 50–54.
  • Kanter, R. M. (1977). Men and women of the corporation. Basic.
  • Kline, P. (1994). An easy guide to factor analysis. Routledge.
  • Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97. https://doi.org/10.1016/j.tate.2003.10.002
  • Kram, K. E. (1983). Phases of the mentor relationship. The Academy of Management Journal, 26(4), 608–625. https://doi.org/10.2307/255910
  • Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. Scott, Foresman and Company.
  • Kroeze, C. (2014). Georganiseerde begeleiding bij opleiden in de school. Een onderzoek naar het begeleiden van werkplekleren van leraren in opleiding (Arranged mentoring in school-based teacher education. A study of mentoring student teacher’s workplace learning) [Unpublished doctoral dissertation]. Tilburg University.
  • Leshem, S. (2012). The many faces of mentor-mentee relationships in a pre-service teacher education programme. Creative Education, 3(4), 413–421. https://doi.org/10.4236/ce.2012.34065
  • Levinson, D. J., Carrow, C. N., Klein, E. B., Levinson, M. H., & McKee, B. (1978). The seasons of a man's life. New York: Knopf. https://doi.org/10.1177/105960117900400214
  • Marsh, H. W., Hau, K. T., Balla, J. R., & Grayson, D. (1998). Is more ever too much? The number of indicators per factor in confirmatory factor analysis. Multivariate behavioral research, 33(2), 181–220. https://doi.org/10.1207/s15327906mbr3302_1
  • Merriam, S. (1983). Mentors and proteges: A critical review of the literature. Adult Education Quarterly, 33(3), 161–173. https://doi.org/10.1177/074171368303300304
  • Moran, A., Kilpatrick, R., Abbot, L., Dallat, J., & McClune, B. (2001). Training to teach: Motivating factors and implications for recruitment. Evaluation and Research in Education, 15(1), 17–32. https://doi.org/10.1080/09500790108666980
  • Munby, H., Russell, T., & Martin, A. K. (2001). Teachers’ knowledge and how it develops. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.) (pp. 877–904). American Educational Research Association.
  • National Council for Accreditation of Teacher Education (NCATE). (2008). Professional standards for the accreditation of teacher preparation institutions. National Council for Accreditation of Teacher Education. Nganga, C., Bowne, M., & Stremmel, A. (2020). Mentoring as a developmental identity process. Mentoring & Tutoring: Partnership in Learning, 28(3), 259–277. https://doi.org/10.1080/13611267.2020.1783498
  • Nieva, V. F., & Gutek, B. A. (1981). Women and work: A psychological perspective. Praeger.
  • Nguyen, T. (2020). The factors influence the preservice teachers’ learning in the practicum. Journal of Comparative & International Higher Education, 12(651), 31–36. https://doi.org/10.32674/jcihe.v12i6S1.3089
  • Organization for Economic Co-operation and Development (OECD). (2011). Education at a glance 2011: OECD indicators. OECD Publishing. https://doi.org/10.1787/eag-2011-en
  • Orland, L. (2001). Reading a mentoring situation: One aspect of learning to mentor. Teaching and Teacher Education, 17(1), 75–88. https://doi.org/10.1016/S0742-051X(00)00039-1
  • Orland-Barak, L., & Klein, S. (2005). The expressed and the realized: Mentors’ representations of a mentoring conversation and its realization in practice. Teaching and Teacher Education, 21(4), 379–402. https://doi.org/10.1016/j.tate.2004.05.003
  • Phillips-Jones, L. (1982). Mentors and proteges. Arbor House.
  • Reid, I., & Caudwell, J. (1997). Why did secondary PGCE students choose teaching as a career? Research in Education, 58(1), 46–58. https://doi.org/10.1177/003452379705800105
  • Reilkoff, T. (1981). Advantages of supportive supervision over clinical supervision of teachers. NASSP Bulletin, 65(448), 28–34. https://doi.org/10.1177/019263658106544804
  • Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27–56. https://doi.org/10.1080/13598660500480290
  • Sağ, R. (2008). The expectations of student teachers about cooperating teachers, supervisors and practice schools. Egitim Arastirmalari-Eurasian Journal of Educational Research, 32(32), 117–132.
  • Shi, D., Lee, T., & Maydeu-Olivares, A. (2018). Understanding the model size effect on SEM fit indices. Educational and Psychological Measurement, 79(2), 310–334. https://doi.org/10.1177/0013164418783530
  • Sinclair, C., Dowson, M., & Thistleton-Martin, J. (2006). Motivations and profiles of cooperating teachers: Who volunteers and why? Teaching and Teacher Education, 22(3), 263–279. https://doi.org/10.1016/j.tate.2005.11.008
  • Stout, C. (1982). Why cooperating teachers accept students. Journal of Teacher Education, 33(6), 22–24. https://doi.org/10.1177/002248718203300605
  • Tanisli, D. & Kose, N.Y. (2013). Pre-service mathematics teachers’ knowledge of students about the algebraic concepts. Australian Journal of Teacher Education, 38(2), 1–18. https://doi.org/10.14221/ajte.2013v38n2.1
  • Under, H. (2010). Yapılandırmacılığın epistemolojik savlarının Türkiye’de ilköğretim fen ve teknoloji dersi programlarında görünümleri. Eğitim ve Bilim. 35(158), 199–214.
  • Usta, İ. (2019). Sınıf öğretmenlerinin epistemolojik inançları ve öğretme-öğrenme anlayışlarının incelenmesi [Unpublished master’s thesis]. Burdur Mehmet Akif Ersoy Üniversitesi.
  • van Ginkel, G., Verloop, N., & Denessen, E. (2016). Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions. Teachers and Teaching: theory and practice, 22(1), 101–116. https://doi.org/10.1080/13540602.2015.1023031
  • Wang, J., & Odell, S. J. (2002). Mentored learning to teach according to standards-based reform: A critical review. Review of Educational Research, 72(3), 481–546. https://doi.org/10.3102/00346543072003481
  • Yılmaz, G., & Bıkmaz, F. (2020). Revealing the professional learning needs of teachers for the successful mentoring of teacher candidates. European Journal of Teacher Education, 44(4), 538–554. https://doi.org/10.1080/02619768.2020.1777978
  • Zeichner, K. (2009). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1-2), 89–99. https://doi.org/10.1177/0022487109347671
  • Zey, M. G. (1984). The mentor connection. Dow Jones-Irwin.
There are 70 citations in total.

Details

Primary Language English
Subjects Teacher Education and Professional Development of Educators
Journal Section Original Articles
Authors

Arife Şahin 0000-0001-8900-5200

Fatma Aslan-tutak 0000-0002-9078-6144

Project Number BU-BAP-15961
Publication Date May 1, 2025
Submission Date November 12, 2023
Acceptance Date January 26, 2025
Published in Issue Year 2025 Volume: 42 Issue: 1

Cite

APA Şahin, A., & Aslan-tutak, F. (2025). Translation of the Mentoring Conception Scale and the Mentoring Motivation Scale into Turkish: Validity and Reliability Study. Bogazici University Journal of Education, 42(1), 1-22. https://doi.org/10.52597/buje.1389642
 Download Cover Image

This work is licensed under a Creative Commons Attribution 4.0 International License.