Exploring experiences of an e-mentoring program in teacher education: Voices of pre- and in-service teachers

Abstract

E-mentoring can provide a mentoring process using the advantages of technology and eliminating barriers of distance and time. Preservice teachers need mentoring during their education to help develop their theoretical and practical knowledge. A growing body of study suggests that a well-structured mentoring process is essential for preservice teachers on professional development. To that end, the purpose of the study is to reveal the preservice teachers’ views and in-service teachers on the e-mentoring program. The study adopted an exploratory case design as a qualitative method by exploring the participants’ views on the process and involved holding lectures and mentor–mentee meetings over 10-week course and following the 3-stage process specified by Single and Single to carry out the e-mentoring implementation process with 16 mentors and 49 preservice teachers. Participants found the process very beneficial, especially regarding interaction with the teacher, transferring experience, and determining a career plan. Mentors shared their experience through the mentoring process, increased mentees' interest in the profession, and obtained information about practical activities for their school students. This study has significantly contributed to a process that can increase preservice teachers' theoretical and practical skills, improve their professional knowledge about their future teaching, and develop positive attitudes toward the profession. In addition, mentors help preservice teachers to be more prepared for the setbacks they may encounter in the future. According to the literature, no study addresses the implementation of e-mentoring with both expert teachers and preservice teachers in information technology area. According to the findings, mentors transferred their experiences, helped preservice teachers to be more prepared for the future, increased their interest in the profession, and obtained information about practical activities for their students. Consequently, education stakeholders and planners should consider further integrating mentoring into teacher education.