A Case Study on the Changes in Teaching Professionalism of Beginning Science-gifted Education Teachers through Mentoring in the Aspects of Pedagogical Content Knowledge
Abstract:This study investigated the changes in teaching professionalism of beginning science-gifted education teachers through mentoring in the aspects of pedagogical content knowledge. We selected two beginning teachers whose teaching careers in science-gifted education were less than five years. The teachers planed, performed and reflected on science instructions for secondary science-gifted students through mentoring during nine class hours over three times respectively. We observed their instructions and analyzed … Show more
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