Browse > Article
http://dx.doi.org/10.14697/jkase.2010.30.5.544

The Change in Beginning Science Teachers' Inquiry-Oriented Teaching Practice through Mentoring Program  

Nam, Jeong-Hee (Pusan National University)
Kim, Hyun-Ok (Pusan National University)
Go, Mun-Suk (Pusan National University)
Ko, Mi-Re (Pusan National University)
Publication Information
Journal of The Korean Association For Science Education / v.30, no.5, 2010 , pp. 544-556 More about this Journal
Abstract
The purpose of this study was to investigate the change in beginning science teachers' inquiry-oriented teaching practice through mentoring program. Participants in this study are three mentor teachers and three beginning teachers. The three beginning teachers are middle school science teachers who have less than four years teaching experience. Also three science teachers participated in the program as mentors, who have more than twelve years teaching experience. We collected data such as video recordings of beginning teachers' classes, lesson plans, recordings of one to one mentoring and RTOP class observation reports. Mentor teachers observed and analyzed five classes of each beginning teacher. Before the mentoring program, beginning teachers' teaching methods were more concept-oriented and teacheroriented. They rarely used inquiry-elements including prediction, reasoning, hypothesizing and students were not actively engaged in communicative interactions in a classroom. But during the mentoring program, these teachers recognized and responded to student diversity and encouraged all students to participate in science learning. Beginning teachers' teaching methods have changed to become student-oriented, teachers and students collaborated in pursuit of ideas, and students often initiated new activities relevant to an inquiry. As a result, this mentoring program provided beginning teachers the opportunities to reflect on their own teaching and reform their classes. The results show that school-centered mentoring program is helpful to enhance beginning science teachers' inquiry-oriented teaching ability.
Keywords
mentoring; beginning science teacher; inquiry-oriented teaching practice;
Citations & Related Records
Times Cited By KSCI : 5  (Citation Analysis)
연도 인용수 순위
1 Jang, S. (2004). Negotiating multiple tensions with others in learning to teach elementary science: The case of Bernia. Journal of Elementary Science Education, 16(2), 65-80.   DOI   ScienceOn
2 Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques and procedures for developing grounded theory (2nd ed.). London: Sage Publications.
3 van Driel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education : The role of teachers' practical knowledge. Journal of Research in Science Teaching, 38(2), 137-158.   DOI   ScienceOn
4 Huling-Austin, L. (1990). Teacher induction programs and internships. In E. R. Houston, M. Haberman, & J. Sikula (eds.). Handbook of research on teacher education, 535-548. New York: Macmillan .
5 Veeman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research. 54(2), 143-178.   DOI   ScienceOn
6 Volkmann, M. J., & Anderson, M. A. (1998). Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher. Science Education, 82(3), 293-310.   DOI   ScienceOn
7 Yin, R. (1989). Case study: Design and methods. Newbury Park, CA: Sage Publications.
8 장신호 (2006). 학생들의 과학적 설명을 강조하는 탐구지향 교수활동에 대한 예비초등교사들의 인식. 한국초등과학교육학회지, 25(1), 96-108.
9 안부금 (2002). 구성주의 이론에 기초한 유아과학 교사교육 연수 프로그램의 개발과 효과에 관한 연구. 덕성여자대학교 대학원 박사학위논문.
10 Horizon Research. (2001). 2000 National Survey of Science and Mathematics Education. Chapel Hill, NC: Author.
11 Huling-Austin, L. (1992). Research on learning to teach: Implications for teacher induction and mentoring programs.
12 Anderson, C. W., Holland, J. D. & Palincsar, A. S. (1997). Canonical and sociocultural approaches to research and reform in science education: The story of Juan and his group. The Elementary School Journal, 97(4), 359-383.   DOI   ScienceOn
13 양일호, 서형두, 정진우, 권용주, 정재구, 서지혜, 이혜정 (2004). 초등과학교사들의 수업에서 나타나는 교수 행동 요소와 수업 유형 분석. 한국과학교육학회지, 24(3), 565-582.   과학기술학회마을
14 이근준 (2005). 중학교 초임과학교사들의 실험수업 에서 나타나는 교수행동요소와 탐구요소, 탐구수준에 대한 분석. 한국교원대학교 대학원 박사학위 논문.
15 박진주 (2007). 과학탐구에 대한 고등학교 과학교사의 인식조사 및 고등학교 과학교과서 탐구활동 분석. 이화여자대학교 대학원 석사학위 논문.
16 한국교육과정평가원 (2008). 과학과 초임교사 입문프로그램. 연구자료 ORM 2008-31-3.
17 Anderson, E. M., & Shannon, A, L. (1995). Towards a Conceptualization of Mentoring. In T. K. Kerry & S. M. Mayes(Eds.), Issues in Mentoring 25-34. London & New York:Routledge.
18 안유민, 김찬종, 최승언 (2006). 초임중등과학교사의 수업에서 과학 내용의 전개 방식과 내용 이해 전략. 한국과학교육학회지, 26(6), 691-702   과학기술학회마을
19 권홍진, 김찬종, 최승언 (2006). 초임중등과학교사의 교수 활동에 대한 지향과과 실행: 동기유발과학 생이해를 중심으로. 한국지구과학회지, 27(3), 289- 301.   과학기술학회마을
20 Adams, P. E., & Krockover G. H. (1997). Concerns and perceptions of beginning secondary science and mathematics teachers. Science Education, 81(1), 29-50.   DOI   ScienceOn
21 Crawford, B. A. (1999). The poisons project: Motivate your students with inquiry-based unit. Science Scope, 21(5), 18-21.
22 DeBoer, G. E. (1991). A history of ideas in science education: Implications for practice. NY: Teachers College Press.
23 Ellis, N. (1993). Collegiality from the teacher's perspective: Social contexts for professional development. Action in Teacher Education, 15(1), 42-48.   DOI   ScienceOn
24 Feiman-Nemser, S. (1996). Teacher mentoring: A Critical review. (ERIC Document Reproduction Service No. ED 397 060)
25 Flick, L. B. (1996). Understanding a general learning model of instruction: A case study of elementary teacher planning. Journal of Science Teacher Education, 7(2), 95-122.   DOI   ScienceOn
26 Hansman, C. A. (2000). Formal mentoring programs. In A. L. Wilson and E. R. Hayes(Eds.), Handbook of adult and continuing education (new edition). San Francisco: Jossey-Bass. 493-507
27 Hashweh, M. Z. (2005). Teacher Pedagogical Constructions: A reconfiguration of pedagogical content knowledge. Teachers and Teaching: Theory and Practice, 11, 273-292.
28 Henke, R. R., Chen, X., Geis, S., & Knepper, P. (2000). Progress through the teacher pipeline: 1992 - 93 college graduates and elementary/secondary school teaching as of 1997 (NCES 2000-152). Washington, DC: US Department of Education, National Center for Educational Statistics.
29 고미례, 남정희, 임재항 (2009). 신임 과학교사의 교과교육학 지식(PCK)의 발달에 관한 사례 연구. 한국과학교육학회지, 29(1), 54-67.   과학기술학회마을
30 김찬종, 맹승호, 차현정, 박영신, 오필석 (2006). 과학 교수활동에 대한 우선순위와 동기적 근접발달영 역에 비추어 본 초임과학교사와 경력교사와의 상호작 용에 대한 사례 연구. 한국과학교육학회지, 26(3), 425-439.
31 National Research Council. (2000). Inquiry and National Science Education Standards: A guide for teaching learning. Center for Science, Mathematics, and Engineering Education. Washington, D.C.: National Academy Press.
32 고문숙, 이순덕, 최정희, 남정희 (2009). 초임 과학교사의 반성적 실천을 위한 협력적 멘토링의 효과. 한국과학교육학회지, 29(5), 564-579.   과학기술학회마을
33 Schmidt, M., & Datnow, A. (2005). Teachers' sense-making about comprehensive school reform: The influence of emotions. Teaching and Teacher Education, 21, 949-965.   DOI   ScienceOn
34 Rankin, L. (1999). Lessons learned: Addressing common misconceptions about inquiry. In National Science Foundation (1999). Foundation, volume 2: inquiry: Thoughts, views, and strategies for the K-5 classroom.
35 Piburn, M. & Sawada, D. (2001). Reformed Teaching Observation Protocol (RTOP) Training Guide (ACEPT Technical Report No. IN00-3). Tempe, AZ: Arizona Collaborative for Excellence in the Preparation of Teachers.
36 Lemlech, J., & Hertzog-Foliart, H. (1993). Linking school and university through collegial student teaching. Teacher Education Quarterly, 20(4), 19-27.
37 National Research Council. (1996). National Science Education Standards. Washington, D.C.: National Academy Press.