Adaptation and validation of Mentoring for Effective Mathematics Teaching (MEMT) – Mentee and Mentor scales to Turkish

ABSTRACT

This article aims to reveal the adaptation and validation process of the Mentoring for Effective Mathematics Teaching (MEMT) -Mentee and -Mentor scales in the Turkish context, which was developed to examine preservice mathematics teachers’ and mathematics mentor teachers’ perceptions of mentoring practices within the Five-factor mentoring model. In the direction of this purpose, two studies were conducted between the years of 2020 and 2022. Within the first study, the instruments were translated into Turkish, validity and reliability analyses were conducted. Then, the second study was conducted to strengthen linguistic and cultural revisions of the instruments. The result of the studies showed that the Turkish versions of the instruments for mentor teachers and preservice teachers’ perceptions of mentoring practices is usable. Furthermore, according to descriptive statistics, preservice teachers and mentor teachers gave high scores for each factor in the instruments, and the practices about Personal Attributes were perceived by them as among the most performed practices.

KEYWORDS:

• Scale adaptation
• scale validation
• preservice mathematics teachers
• mathematics mentor teachers
• perception of mentoring practices

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethical approval

Ethical approval and written permission were obtained from Science and Engineering Ethics Committee of Bogazici University with number 2020-19. Informed written consent was obtained from the participants before commencement of the study.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This project was funded by BU-BAP-15961.