Conceptions of Science Teacher Mentoring and Mentoring Practice in an Alternative Certification Program

Koballa, Thomas R.; Bradbury, Leslie; Glynn, Shawn M.; Deaton, Cynthia Minchew

doi:10.1007/s10972-008-9101-z

Cited by 29 publications

(31 citation statements)

References 13 publications

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“…Science teacher mentors who operate from the framework of mentor as teacher educator can guide novices through the use of questioning. In a study of two mentor–novice science teacher pairs, Koballa et al (2008) found that through the use of questioning one mentor in the study tried to help her protégé develop rationales for the choices that he made and think through how those decisions impacted student learning.…”

Section: Behaviors Of Educative Mentorsmentioning

confidence: 99%

“…With the increase in research and subsequent growth in knowledge related to mentoring, views of the role that mentors are expected to enact have evolved. These conceptions of mentoring are important because the ideas that mentors and beginning teachers bring into the relationship exert a strong influence on the type of mentoring that occurs (Feiman‐Nemser, 2001; Koballa, Bradbury, Glynn, & Deaton, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…A conception that evolved later was based on the framework of situated apprenticeship in which mentors were seen as experts (Franke & Dahlgren, 1996). The role of mentor was understood as sharing practical advice and teaching strategies while serving as a role model (Koballa et al, 2008; Wang & Odell, 2002). In this model, as novices bring specific questions, mentors draw upon their store of practical knowledge to aid the novices' development of solutions to day‐to‐day problems (Huling‐Austin, 1990; Odell, 1990).…”

Section: Introductionmentioning

confidence: 99%

“…In these relationships, mentors and novices may work together to stay current with the latest research on teaching practices and may even work to bring about positive reforms in a school (Hargreaves & Fullan, 2000). The emphasis in these types of relationships is on colearning with delineations between the novice and expert becoming blurred (Koballa et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Educative mentoring: Promoting reform‐based science teaching through mentoring relationships

Bradbury

2010

Science Education

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Section: Behaviors Of Educative Mentorsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Educative mentoring: Promoting reform‐based science teaching through mentoring relationships

Bradbury

2010

Science Education

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“…Communities of practice are characterised by members who are informally bound by what they do together, from engaging in discussions to solving difficult problems, and by what they have learned through their mutual engagement in these activities (Wenger 1998). In this relationship the delineation between the novice and the expert becomes blurred (Koballa, Bradbury, Glynn & Deaton 2008).…”

Section: Dimensions Of Mentoringmentioning

confidence: 99%

Mentoring as a viable and sustainable form of professional development for physical science teachers

Ramnarain¹,

Ramaila²

2012

Education as Change

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This study reports on mentoring as a form of professional support for South African Physical Sciences teachers coping with curriculum reforms. Using a case study method, we investigated two cases of mentoring. The first case explored a traditional mentoring relationship between a novice teacher and a more experienced and competent teacher whom we referred to as a 'keystone species' of the profession. The second case described a more collaborative form of mentoring between two experienced teachers who exploited each others' strengths in overcoming some of the deficiencies in their practice. The findings of the case study suggest that mentoring although complex does provide a viable means through which professional development efforts can be consolidated, and may be considered as an alternative to the cascade model of in-service training consisting of short one-shot workshops that assumes a 'one size fits all' approach that has been common practice in South Africa.

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Teacher thinking associated with science‐specific mentor preparation

et al. 2010

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ABSTRACT:Framed by sociocultural theory, the purpose of the study was to understand the cultural tools used by science teachers when leaning to mentor and how tool use may lead to the construction of new understandings about mentoring. The participants were 37 experienced teachers enrolled in a federally funded science-specific mentor preparation program. Data took the form of interview transcripts, electronic bulletin board postings, and written cases. Program participants were found to use a range of tools to mediate their thinking about science teacher mentoring. Analysis of data revealed that the participants used the discourse of science teaching as well as such tools as classroom observation strategies and interpersonal mentoring approaches, to mediate their thinking about mentoring. The participants' tools also included images that mediated their responses to specific mentoring challenges and dilemmas that highlighted for them contradictions in their thinking about mentoring. The cultural tools used by the science teachers when learning to mentor provide insight into how they think about science teacher mentoring and the nature of the professional learning experiences needed to enable them to develop as mentors.

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Conceptions of Science Teacher Mentoring and Mentoring Practice in an Alternative Certification Program

Cited by 29 publications

References 13 publications

Educative mentoring: Promoting reform‐based science teaching through mentoring relationships

Educative mentoring: Promoting reform‐based science teaching through mentoring relationships

Mentoring as a viable and sustainable form of professional development for physical science teachers

Teacher thinking associated with science‐specific mentor preparation

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