Examining mentors' practices for enhancing preservice teachers' pedagogical development in mathematics and science

Hudson, Peter B. (2007) Examining mentors' practices for enhancing preservice teachers' pedagogical development in mathematics and science. Mentoring and Tutoring: Partnership in Learning, 15(2), pp. 201-217.

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Mentoring is too important to be left to chance (Ganser, 1996), yet mentoring expertise of teachers varies widely, which may present inequities for developing preservice teachers' practices. Five factors for mentoring have been identified herein: personal attributes, system requirements, pedagogical knowledge, modelling, and feedback, and items associated with each factor have also been justified in context of the literature. An original, literature-based survey instrument gathered 446 preservice teachers' perceptions of their mentoring for primary teaching. Data were analysed within the abovementioned 5 factors with 331 final-year preservice teachers from 9 Australian universities responding to their mentoring for science teaching and 115 final-year preservice teachers from an urban university responding to their mentoring for mathematics teaching. Results indicated similar Cronbach alpha scores on each of the five factors for primary science and mathematics teaching; however percentages and mean scores on attributes and practices aligned with each factor were considerably higher for mentoring mathematics teaching compared with science teaching.

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ID Code: 5335
Item Type: Journal Article
Refereed: Yes
Additional Information: Author contact details: pb.hudson@qut.edu.au
Keywords: mentoring, preservice teachers, mathematics, science, elementary, primary, HERN
DOI: 10.1080/13611260601086394
ISSN: 1469-9745
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2007 Taylor & Francis
Copyright Statement: First published in Mentoring & Tutoring: Partnership in Learning 15(2):pp. 201-217.
Deposited On: 27 Oct 2006 00:00
Last Modified: 27 Oct 2014 04:55

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