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ERIC Number: EJ824155
Record Type: Journal
Publication Date: 2004
Pages: 21
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1361-1267
Peer Mentoring in the Development of Beginning Secondary Science Teachers: Three Case Studies
Forbes, Cory T.
Mentoring & Tutoring: Partnership in Learning, v12 n2 p219-239 2004
In this study, the researchers examined the effectiveness of a reflective model of peer mentoring in the professional growth of early-career science teachers. The study was carried out over one academic year with three beginning secondary science teachers. The public school teachers in this study reported that participation in peer mentoring provided a support mechanism through which they developed confidence in risk-taking and experienced professional growth. Results indicate teachers gained insight into each of the four broad domains of teacher responsibility that were measured, including specific issues relevant to curriculum structure, managing student behavior and classroom safety, utilizing new instructional approaches and negotiating relationships with various stakeholders as part of their professional responsibilities. This study has relevant implications for teacher education and provides a model for peer mentoring that could be considered for implementation as a means of initial support to beginning science teachers.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A