Mentoring first-year pre-service teachers of primary science

Hudson, Peter B. (2003) Mentoring first-year pre-service teachers of primary science. Action in Teacher Education: The Journal of the Association of Teacher Educators, 25(3), pp. 91-99.

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Twenty-nine first-year pre-service teachers' perceptions of mentoring and primary science teaching were collected through a literature-based survey. Frequencies, means, and standard deviations of these responses provided data for analysis on these mentoring practices. Results indicated that even though mentors may provide feedback, the majority of mentors do not provide specific primary science mentoring in the areas of pedagogical knowledge, system requirements, and the modeling of teaching practice. It appears that the mentor's personal attributes may also influence the quality of mentoring. There were tentative conclusions that first-year pre-service teachers may not have strong beliefs about specific primary science mentoring practices, and possibly because of inexperience, may not be critical enough to analyse their mentoring in primary science teaching. Identifying specific mentoring for developing primary science teaching may assist mentors in their practices with pre-service teachers.

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ID Code: 87007
Item Type: Journal Article
Refereed: Yes
DOI: 10.1080/01626620.2003.10734446
ISSN: 2158-6098
Divisions: Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Taylor & Francis Group
Deposited On: 31 Aug 2015 06:28
Last Modified: 31 Aug 2015 06:28

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