Özet:

The study aims to describe the roles and responsibilities of the mentors involved in the teaching practice process and the extent to which they fulfill their roles and responsibilities according to the opinions of pre-service teachers they are mentoring. For this study, objectives set by YÖK (Higher Education Council) for school practice applications and the study of Hall., Draper., Smith, ve Bullough (2008) were capitalized on. The study group of the present study consists of 36 elementary school classroom teachers (mentors) working in elementary schools of Muğla and 171 pre-service classroom teachers participating in their lessons. There are 21 closed-ended questions and there is one open-ended question in the questionnaire. The descriptive and correlative dimensions of the study were analyzed through qualitative methods. The responses to the open-ended question were analyzed through thematic coding. The findings obtained revealed that in general the pre-service teachers think that their mentors' fulfill their responsibilities. However, the pre-service teachers think that there are some more roles and responsibilities that their mentors should fulfill. The mentors could make greater contributions by giving feedback about the pre-service classroom teachers' teaching process and the training provided in the faculty of education.

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