İlk kez mentörlük yapan üç matematik öğretmeninin bir çevrimiçi mesleki gelişim programı sürecindeki alana özgü mentörlük uygulamaları

The aim of this qualitative study is to examine how the mentoring perceptions and practices of three first-time mathematics mentor teachers developed throughout the process of an online professional development program. The study was conducted using a multiple case study design and involved volunteer mathematics teachers who participated in a mentoring training program developed within the framework of the Mentoring for Area Specialized Teaching (MAST) Model. Data were collected through video-recorded mentoring sessions during the program, as well as through interviews conducted with each mentor before, during, and after the training. The findings indicate that the mentors showed development in both their perceptions of mentoring and their mentoring practices over the course of the program. This shows that MAST Model provides a functional framework for area-specific mentoring and could serve as a strong alternative to existing mentoring models. Furthermore, based on the results of this study, it is recommended that future research employ larger samples, include different subject areas, and use data collection methods that capture the perspectives of both mentors and preservice teachers; this would allow the impact of mentoring practices to be evaluated more comprehensively.