Publicação: Volume
35, Number 5, 1 March 2013 , pp. 815-836(22)
Título do artigo: The Effect of a Collaborative Mentoring Program
on Beginning Science Teachers' Inquiry-based Teaching Practice
Abstract:
This study investigated how a collaborative
mentoring program influenced beginning science teachers' inquiry-based teaching
and their reflection on practice. The one-year program consisted of five
one-on-one mentoring meetings, weekly science education seminars, weekly
mentoring group discussions, and self-evaluation activities. The participants
were three beginning science teachers and three mentors at the middle school
level (7–9th grades) in an urban area of South Korea. For each beginning
teacher, five lessons were evaluated in terms of lesson design/implementation,
procedural knowledge, and classroom culture by using the Reformed Teaching
Observation Protocol. Five aspects of the beginning teachers' reflections were
identified. This study showed that a collaborative mentoring program focusing
on inquiry-based science teaching encouraged the beginning teachers to reflect
on their own perceptions and teaching practice in terms of inquiry-based
science teaching, which led to changes in their teaching practice. This study
also highlighted the importance of collaborative interactions between the
mentors and the beginning teachers during the mentoring process.
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