Mentoring in-service chemistry teachers: acquirements as mentees

References

• Adıgüzel, A. (2008). Realization level of teacher training program standards in education faculties ( Unpublished doctoral dissertation). Anadolu University, Eskişehir, Turkey.
   Google Scholar
• Aksoy, E. (2013). Transformation in teacher training in U.S.A. (New York), Finland, Singapore and Turkey from 2000 to 2010 ( Unpublished doctoral dissertation). Ankara University, Ankara, Turkey.
   Google Scholar
• Alp, S., & Taşkın, Ş. Ç. (2008). The importance of reflective thinking in education and developing reflective thinking. Journal of National Education, 178, 311–320.
   Google Scholar
• Atay, D. Y. (2003). The changing face of teacher education. Ankara: Nobel Publishing.
   Google Scholar
• Barnett, B. G. (1995). Developing reflection and expertise: Can mentors make the difference? Journal of Educational Administration, 33(5), 45–59.10.1108/09578239510098527
   Google Scholar
• Berry, D., Cadwell, C., & Fehrmann, J. (1995). Coaching for results: A skills-based workshop. Amherst, MA: HRD Press.
   Google Scholar
• Boud, D. (2001). Using journal writing to enhance reflective practice. New directions for adult and continuing education, 2001(90), 9–18.10.1002/ace.16
   Google Scholar
• Can, N. (2012). Evaluation of teaching profession: The effects of mentoring on career development. In R. Yirci & İ. Kocabaş (Eds.), Mentoring Practices in the World (pp. 116–133). Ankara: PegemA Publishing.
   Google Scholar
• Cengiz, C. (2014). The effects of reflective journals prepared by science teacher candidates in the general chemistry laboratory courses on their reflective thinking levels and academic achievements (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon, Turkey.
   Google Scholar
• Cengiz, C., & Karataş, F. Ö. (2013). Pre-Service Science Teachers’ Views About A Two-Column-Writing Activity. The International Journal of Research in Teacher Education, 4(2), 14–24.
   Google Scholar
• Cengiz, C., & Karataş, F. Ö. (2014). Developing reflective thinking: Effects of keeping reflective journals with pre-service science teachers. Journal of Research in Education and Teaching, 3(4), 120–129.
   Google Scholar
• Cengiz, C., Karataş, F. Ö., & Yadigaroğlu, M. (2014). The investigation of pre-service science teachers’ reflective journals. Procedia-Social and Behavioral Sciences, 116, 3297–3302.10.1016/j.sbspro.2014.01.751
   Google Scholar
• Chalk, P., & Hardbattle, D. (2007). Does reflective writing in the PDP improve science and engineering students’ learning? Investigations in University Teaching and Learning, 4(2), 33–41.
   Google Scholar
• Chitpin, S. (2011). Can mentoring and reflection cause change in teaching practice? A professional development journey of a Canadian teacher educator. Professional Development in Education, 37(2), 225–240.10.1080/19415257.2010.531625
   Google Scholar
• Damar, M. (1996). The relationship between the primary school students difficulties encountered in reading and writing and the primary school teacher qualifications ( Unpublished master's thesis). Hacettepe Universitiy, Ankara, Turkey.
   Google Scholar
• Dewey, J. (2010). How we think: A restatement of the relation of reflective thinking to the educative process. New York: Booktree. ( Original work published in 1933).
   Google Scholar
• Ekiz, D. (2006). Teacher education and new approaches in teaching. Ankara: Nobel Publishing.
   Google Scholar
• Erişti, B. (2004). The adaptation of the European foundation for quality management excellence model to the faculties of education (Unpublished doctoral dissertation). Anadolu University, Eskişehir, Turkey.
   Google Scholar
• Gillham, B. (2000). Case study research methods. London: Continuum.
   Google Scholar
• Gipe, J., & Richards, J. (1992). Reflective thinking and growth in novices’ teaching abilities. Journal of Educational Research, 86(1), 52–57.
   Web of Science ®Google Scholar
• Gönen, S., & Kocakaya, S. (2006). Evaluation of physics teachers’ opinions of in-service trainings. Pamukkale University Journal of Education Faculty, 19(19), 37–44.
   Google Scholar
• Griffiths, V. (2000). The reflective dimension in teacher education. International Journal of Educational Research, 33(5), 539–555.
   Google Scholar
• Hubbs, D., & Brand, C. F. (2010). Learning from the inside out: A method for analyzing reflective journals in the college classroom. Journal of Experiential Education, 33(1), 56–71.10.1177/105382591003300105
   Google Scholar
• İlhan, S. G. (2013). A mentoring service offered to the special education teachers: An action research ( Unpublished mater’s thesis). Abant Izzet Baysal University, Bolu, Turkey.
   Google Scholar
• Johnson, W. B. (2015). On being a mentor: A guide for higher education faculty. New York: Routledge.
   Google Scholar
• Johnson, B., & Christensen, L. (2014). Eğitim araştırmaları: Nicel, Nitel ve Karma Yaklaşımlar (Çev.Editörü: Selçuk Beşir Demir). Ankara: EğitenKitap.
   Google Scholar
• Köksal, N., & Demirel, Ö. (2008). The contributions of reflective thinking to pre-service teachers' teaching practice. Hacettepe University Journal of Education, 34, 189–203.
   Google Scholar
• Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of personality and social psychology, 77(6), 1121.10.1037/0022-3514.77.6.1121
   PubMed Web of Science ®Google Scholar
• Kuzu, A., Kahraman, M., & Odabaşı, H. F. (2012). E-Mentoring: A new approach in mentoring. Anadolu University Journal of Social Sciences, 12(4), 173–183.
   Google Scholar
• Malthouse, R., & Roffey-Barentsen, J. (2013). Reflective practice in education and training (2nd ed.). London: Sage Publications.
   Google Scholar
• Moon (2007). Learning journals: A handbook for reflective practice and professional development (2nd ed.). New York: Routledge.
   Google Scholar
• Moon, J. (2010). Reflection in learning & professional development. New York: Routledge.
   Google Scholar
• Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). California: Sage Publication.
   Google Scholar
• Pelliccione, L., & Raison, G. (2009). Promoting the scholarship of teaching through reflective e-portfolios in teacher education. Journal of Education for Teaching, 35(3), 271–281.10.1080/02607470903092813
   Google Scholar
• Pultorak, E. G., & Barnes, D. (2009). Reflectivity and teaching performance of novice teachers: Three years of investigation. Action in Teacher Education, 31(2), 33–46.10.1080/01626620.2009.10463516
   Google Scholar
• Sağlam Arslan, A., Ünal S., Karataş F. Ö., Aslan A. (2016, May 19–22), Chemistry Curriculum in the Field: How do Teachers Practice it? International Conference on Research in Education and Science (ICRES), May 19–22, Bodrum, Turkey.
   Google Scholar
• Saglam Arslan, A., Unal, S., Alev, N., Ozsevgec, T., & Karatas, F. O. (2017). Designing, implementing, and evaluating mentoring practices to improve physics and chemistry teachers’ compliance with renewed curriculum ( Unpublished TUBITAK 3001 project report).
   Google Scholar
• Shulman, L. S., & Shulman, J. H. (2004). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36(2), 257–271.
   Web of Science ®Google Scholar
• Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
   Google Scholar
• Sundli, L. (2007). Mentoring – A new mantra for education? Teaching and teacher education, 23(2), 201–214.10.1016/j.tate.2006.04.016
   Web of Science ®Google Scholar
• Tang, C. (2002, July). Reflective diaries as a means of facilitating and assessing reflection. In Quality conversations: Proceedings of the 29th HERDSA Annual Conference, Perth (pp. 7–10).
   Google Scholar
• Van der Nest, A. (2012). Teacher mentorship as professional development: Experiences of Mpumalanga primary school natural science teachers as mentees. Pretoria, SA: University of South Africa.
   Google Scholar
• Watson, D. (2010). Teaching teachers to think: Reflective journaling as a strategy to enhance students’ understanding and practice of academic writing. Journal of College Teaching and Learning, 7(12), 11–18.
   Google Scholar
• Wong, F. K., Kember, D., Chung, L. Y., & CertEd, L. Y. (1995). Assessing the level of student reflection from reflective journals. Journal of advanced nursing, 22(1), 48–57.10.1046/j.1365-2648.1995.22010048.x
   PubMed Web of Science ®Google Scholar
• Xie, Y., Ke, F., & Sharma, P. (2008). The effect of peer feedback for blogging on college students’ reflective learning processes. The Internet and Higher Education, 11(1), 18–25.10.1016/j.iheduc.2007.11.001
   Web of Science ®Google Scholar
• Yıldırım, A., & Şimşek, H. (2011). Nitel araştırma yöntemleri (8.Baskı). Ankara: SeçkinYayıncılık.
   Google Scholar
• Yirci, R., & Kocabaş, İ. (2012). Mentoring practices in the world. Ankara: PegemA Publishing.
   Google Scholar
• Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. New Jersey: Lawrence Erlbaum Associates Publishers.
   Google Scholar