ERIC Number: EJ721976
Record Type: Journal
Publication Date: 2005-Nov-18
Reference Count: 38
Identifying Mentoring Practices for Developing Effective Primary Science Teaching
International Journal of Science Education, v27 n14 p1723-1739 Nov 2005
A literature-based survey gathered 331 final-year preservice teachers' perceptions of their mentoring in primary science education from nine Australian universities. Data were analysed within five factors proposed for mentoring (i.e., Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback). Results indicated that the majority of mentors (primary teachers) did not provide specific mentoring in primary science, particularly in the science teaching practices associated with the factors System Requirements, Pedagogical Knowledge, and Modelling. This study argues that mentors may require further education to learn how to mentor specifically in primary science, and proposes a specific mentoring intervention as a way forward for developing the mentor's mentoring and teaching of primary science.
Descriptors: Teaching Methods, Faculty Development, Student Teachers, Knowledge Base for Teaching, Mentors, Science Teachers, Elementary School Science, Science Instruction, Student Teacher Attitudes, Foreign Countries
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Opinion Papers; Reports - Research
Education Level: Higher Education; Primary Education
Authoring Institution: N/A
Identifiers - Location: Australia