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Identifying mentoring practices for developing effective primary science teaching

Hudson, Peter B. (2005) Identifying mentoring practices for developing effective primary science teaching. International Journal of Science Education, 27(14), pp. 1723-1739.

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Abstract

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.

Impact and interest:

5 citations in Scopus
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2 citations in Web of Science®

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Full-text downloads:

415 since deposited on 31 Jul 2007
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ID Code: 8821
Item Type: Journal Article
Keywords: mentoring, primary science, preservice teachers, elementary science, mentors
DOI: 10.1080/09500690500206457
ISSN: 0950-0693
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2005 Taylor & Francis
Copyright Statement: First published in International Journal of Science Education
Deposited On: 31 Jul 2007
Last Modified: 25 Mar 2013 18:07

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