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http://dx.doi.org/10.5467/JKESS.2010.31.4.403

Research on the Changes of Beginning Science Teachers' Teaching through a Mentoring Program  

Kwak, Young-Sun (Korea Institute of Curriculum and Evaluation)
Publication Information
Journal of the Korean earth science society / v.31, no.4, 2010 , pp. 403-417 More about this Journal
Abstract
In this research, we investigated the effect of a mentoring program implemented in science classrooms taught by beginning teachers in order to support their professional development. As a baseline data, we examined the characteristics of beginning science teachers' teaching. Then we explored any changes in mentee teachers' teaching with the implementation of a mentoring program. The three mentor-mentee pairs participated in this study. We explored six teachers' classroom teaching episodes with their videotaped classroom teaching. Using open-ended interviews and group discussions taking place on a regular basis to analyze and compare classes of six teachers, we extracted the beginning teachers' teaching characteristics in light of teaching strategies. The common features of the participated mentee teachers' teaching are analyzed in terms of (1) classroom culture and management, (2) classroom discourse, and (3) science experiments. Through mentoring, mentee teachers recognized that increased and enriched classroom dialogues had an effect on students' content understanding. Mentee teachers also acknowledged not only the necessity of laboratory activities but also the roles and ways of managing the science activities. Ways to help beginning teachers develop instructional professionalism are discussed.
Keywords
beginning teachers; mentoring; teaching professionalism; instructional consulting;
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Times Cited By KSCI : 2  (Citation Analysis)
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