The mentors: reflections from middle-school mathematics teachers

Abstract

The aim of this phenomenology research is to define the perceptions of middle school mathematics teachers about the mentor mathematics teachers and academicians. The twelve middle school mathematics teachers working at the public schools in the three medium-sized cities of Turkey were included in this study. The data were obtained through semi-structured interviews. The interviews were transcribed and coded in Nvivo 10. The perceptions of participant teachers were examined under three main themes: (i) the importance and contributions of mentors, (ii) the attitude of mentors to mentoring process and pre-service mathematics teachers, and (iii) qualifies of a good mentors. The results indicate that middle school mathematics teachers attach importance to internship education, but have very negative experiences and perceptions towards their mentors.