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http://dx.doi.org/10.14697/jkase.2019.39.1.115

The Relationship between Mentor Teachers' Mentoring Characteristics and Mentee Teachers' Reflective Practice in Collaborative Mentoring for Beginning Science Teachers  

Park, Jihun (Pusan National University)
Nam, Jeonghee (Pusan National University)
Kang, Eugene (Pusan National University)
Park, Jongseok (Kyungpook National University)
Son, Jeongwoo (Gyeongsang National University)
Publication Information
Journal of The Korean Association For Science Education / v.39, no.1, 2019 , pp. 115-128 More about this Journal
Abstract
The purpose of this study is to analyze the relationship between mentor teachers' mentoring characteristics and mentee teachers' reflective practices and to investigate mentor teachers' mentoring methods to enhance mentee teachers' reflective practices based on the analysis. The participants were four beginning science teachers and four mentors who have more than seven years of teaching experience. This study compiled mentor and mentee teachers' journals, records and transcripts from mentee teachers' five periods of classes, lesson plans, evaluation forms of lessons, one-on-one mentoring records and transcripts, questionnaires conducted before, during, and after the mentoring program, and a questionnaire about the effects of one-on-one mentoring. The mentoring characteristics of mentor teachers were analyzed based on mentor's interaction methods and the contents and frequency of the support based on teaching feedback. Mentee teachers' reflective thinking was analyzed by being categorized as voluntary self-reflections of their classes and reflections on the support provided by mentor teachers. Mentee teachers' reflective practices were analyzed by utilizing RTOP. The conclusions of this study are as follows: Mentor teachers could promote mentee teachers' reflective practices by eliciting conversation that helped mentees perceive problems in their teaching practices. Mentors' questions evoking mentees' reflective thinking could elicit mentees' spontaneous self-reflection, and it led to the enhancement of self-reflection on mentors' support and reflective practices. When mentors offered the support based on teaching practices while playing a role as a facilitator to help mentees identify and solve problems by themselves, mentees' reflective practices could be promoted.
Keywords
Collaborative Mentoring; Reflective Thinking; Reflective Practice; Mentoring characteristics of mentor;
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Times Cited By KSCI : 6  (Citation Analysis)
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