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ERIC Number: EJ922782
Record Type: Journal
Publication Date: 2011-Apr
Pages: 21
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0313-5373
Tailoring Mentoring for New Mathematics and Science Teachers: An Exploratory Study
Ormond, Christine
Australian Journal of Teacher Education, v36 n4 p53-72 Apr 2011
This paper explores some aspects of effective professional mentoring practice for early career mathematics and science teachers, and discusses the Early Support Program (ESP), a research project conducted in 2009 and 2010 at a large Australian metropolitan university. It is argued that better outcomes may result from a more strategic "tailoring" of mentoring "type" for different aspects of new teacher induction, especially as school-based mentors often have insufficient time or training to support them. The ESP has been trialling its more "distanced" mentoring model, tracking the issues that a group of new teachers chose to discuss with their mentors, and exploring this further through focus groups and case studies. The project has indicated that more flexible, off-campus mentoring assistance may serve some needs particularly well, and that it may also alleviate the pressure placed upon teachers in schools. A secondary aim of the ESP research was to prepare an appropriate resource for teachers, based on its findings, and this has now been done. (Contains 4 figures.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia