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Specific mentoring: A theory and model for developing primary science teaching practices

Hudson, Peter B. (2004) Specific mentoring: A theory and model for developing primary science teaching practices. European Journal of Teacher Education, 27(2), pp. 139-146.

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Abstract

The transition from generic mentoring to specific mentoring practices can provide a stronger focus for developing preservice primary teachers (mentees) in subject-specific areas. Constructivist theory and a five-factor model towards specific subject mentoring are proposed as ways to develop mentees’ teaching practices. Firstly, constructivist theory complements mentoring within field experiences (practicum/internship), as it can be used to build upon prior understandings towards developing the mentee’s knowledge and skills for teaching. Secondly, the picture that emerges from the literature shows five factors for mentoring, namely: (i) personal attributes that the mentor needs to exhibit for constructive dialogue; (ii) system requirements that focus on curriculum directives and policies; (iii) pedagogical knowledge for articulating effective teaching practices; (iv) modelling of efficient and effective practice; and (v) feedback for the purposes of reflection for improving practice. It is argued that ‘generalist’ primary teachers in their roles as mentors will require specific mentoring strategies linked to these five factors to enable effective mentoring in specific subject areas.

Impact and interest:

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ID Code: 230
Item Type: Journal Article
Additional Information: For more information, please refer to the journal's website (see hypertext link) or contact the author: pb.hudson@qut.edu.au
Keywords: mentoring, education, preservice teachers, mentors, primary, elementary
DOI: 10.1080/0261976042000223015
ISSN: 1469-5928
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Primary Education (excl. Maori) (130105)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2004 Taylor & Francis
Copyright Statement: First published in European Journal of Teacher Education 27(2)
Deposited On: 23 Feb 2006
Last Modified: 29 Feb 2012 23:06

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