Çevrimiçi matematik mentör öğretmen mesleki gelişim programının içerik, etkileşim, yürütülme bakımından incelenmesi

The purpose of this study is to examine how an online professional development (OPD) program called "Mathematics Mentor Teacher Professional Development (MMPD)" operated in terms of content, interaction and collaboration, and facilitation to understand how it contributed to the learning of mentor mathematics teachers and how effective it was as an OPD program. The video recordings of the MMPD sessions were the main data source for analysis. The conversations and discussions that occurred during the sessions were analyzed by focusing on content, interaction and collaboration, and facilitation. The findings showed that the frequencies of opinions and views regarding the content categories are, from most to least, mentoring, preservice teacher learning, and mathematics. This sequence is parallel to the goals of the MMPD. The frequencies of mentoring and mathematics content across the sessions are also found parallel to the topics determined to be covered in each session. However, the frequencies of preservice teacher learning content do not show this distribution. In terms of interaction and collaboration, it is observed that the MMPD provided several opportunities for participant-facilitator, participant-content, and facilitator-content interactions, but it was limited in participant-participant interaction and collaboration. Regarding the facilitation dimension, it is observed that the facilitators used all effective facilitation moves when necessary to promote productive and meaningful discussions, to maintain the focus on the goals of the MMPD, and to support group collaboration with the contribution of all participants. The most frequently used facilitation moves throughout the MMPD are offering an explanation, highlighting, distributing participation, and clarifying, respectively. These facilitation moves by guiding mentor teachers toward the goals of the MMPD and the case discussions by stimulating the conversation of content focusing on important mentoring ideas and practices to contribute to preservice teachers' learning to teach mathematics were influential in the development of mentor teachers.