Role Dynamics and Activities of Physics Teachers as Mentees in a Mentoring Program

Abstract

A variety of applications and methods are employed to support teachers' professional development and continually update their teaching practices. Among these, mentoring, widely studied, stands out as a pivotal method that significantly contributes to enhancing educators' skills and knowledge. While mentor roles have been widely studied, less attention has been given to the roles of mentees within the mentoring process. Yet, understanding these roles is crucial, as they significantly influence learning outcomes. This study aimed to explore the roles adopted and activities undertaken by mentees during a structured group mentoring program designed to support three in-service physics teachers' professional development. The findings revealed that mentees adopted a variety of dynamic roles throughout the process, including informer/informed, critical thinker, inquirer, content developer, and passive attendee. These roles reflected varying degrees of engagement and made distinct contributions to the learning environment. Active roles such as informer and content developer promoted higher cognitive involvement and knowledge sharing, while even passive roles facilitated learning through observation and reflection. Importantly, mentees frequently shifted between roles, underscoring the flexible and evolving nature of participation in effective mentoring settings and highlighting the need for responsive, learner-centered support structures.