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http://dx.doi.org/10.21796/jse.2019.43.1.119

Analysis on Components of Conflict between Mentor Teachers and Mentee Teachers in Collaborative Mentoring for Beginning Science Teacher  

Jung, Dojun (Pusan National University)
Lee, Imil (Pusan National University)
Nam, Jeonghee (Pusan National University)
Publication Information
Journal of Science Education / v.43, no.1, 2019 , pp. 119-135 More about this Journal
Abstract
The purpose of this study is to analyze components of conflicts and investigate causes of them between mentor teachers and mentee teachers, who participated in the collaborative mentoring program to improve beginning science teachers teaching practice. The most often occurring component of conflict for surveyed teams was class strategy on knowledge of teaching methods. Then, conflicts in understanding student characteristics as a component of understanding students and knowledge transfer of concepts in science as a component of teaching contents followed as main causes. Changes in conflicts showed that less frequency of conflict occurred with ongoing mentoring. Conflicts from class strategy decreased the most, which had been the most often occurring cause. This decrease was explained as mentees were changed gradually into the teacher's role recognition through continuous mentoring. This study suggests that education for mentor and mentee teachers be provided with consideration of causes of conflicts and reasons for those causes, which eventually lead sustainable and efficient mentoring program management.
Keywords
collaborative mentoring; teacher education;
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Times Cited By KSCI : 9  (Citation Analysis)
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