Novice teachers starting working recently encounter personal, social and professional problems and need the external support to solve these problems. The aim of this study is to determine that how a mentorship program which is needed to response to novice teachers’ personal, professional and social needs during their training period should be designed. Phenomenology was used as research design in the study in which qualitative research methods were used. The findings of the study were collected through focus group interview method in a workshop on mentorship program for novice teacher which was held in Gaziantep. The study was conducted with 45 participants who consisted of school administrators, experienced teachers, novice teachers, lecturers and instructors. Data of the study were analyzed by using content analysis method and were coded under three levels as themes, sub-theme and codes. According to the findings of the study, mentorship program may provide benefits through improving sharing among novice teachers and changing novice teachers’ point of views for teaching profession. The primary characteristics which novice teachers’ mentors should have were determined as being successful in teaching profession and giving reassurance. Choosing mentors according to novice teachers’ needs is deemed suitable. The meetings between mentor and novice teachers were preferred both as one-to-one meeting and as collective meeting. Based on the results, a mentorship program differentiated according to different needs of novice teachers is suggested to carry out during training period of novice teachers. In order to provide functionality of the program, necessary arrangements should be made about working conditions of mentors and novice teachers.
Novice Teachers, Mentor, Mentorship Program, Opinions of Educators, Prov