Views of physics teachers and teacher candidates on professional development anxiety, e-coaching and e-mentoring

The effectiveness of the education system is directly linked to the professional competencies and qualifications of teachers. In this study, it was aimed to evaluate e-mentoring and e-coaching methods to learn teachers' professional development concerns. In this context, the study was conducted with 20 physics teachers and 10 prospective physics teachers. Ten of the selected teachers work in public high schools and the other 10 work in private high schools. As a data collection tool in the study, in the first stage, the types of anxiety that individuals have were determined through the interview form directed to the teachers and the dimensions of these anxieties were investigated in depth using a semi-structured interview technique. The data were evaluated through content analysis. The aim of the study was to obtain teachers' professional concerns and opinions about e-mentoring and e-coaching practices. It was found that the concerns of teachers working in public high schools were more administrative or technology-oriented, while teachers working in private high schools focused more on work and administrative concerns. As a result of the study, e-mentoring was found to be an effective tool to reduce teachers' anxiety. With experienced guidance, e-mentoring can increase teachers' confidence and help them focus on their professional development.