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The effect of a mentoring model for elementary science professional development

journal contribution
posted on 06.12.2017, 00:00 by J Koch, Kenneth Appleton
This study describes an elementary science model of professional development through mentoring by university science education professors working with teachers at a private elementary school in a regional city in Queensland, Australia. A cross-cultural collaboration involving professors from the United States and Australia resulted in the socially constructed image of the science education mentor. While there is no generic model for elementary science mentoring, results of data collection reveal that (a) one-to-one mentoring has short-term implications for implementing constructivist science teaching practices; (b) successful mentoring models include facilitating the understanding of science content, exploring elementary science pedagogical content knowledge through modeling, and off-site professional development workshops; and (c) understanding and working from the predispositions of the teachers is an essential component of effective professional development.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Volume

18

Issue

2

Start Page

209

End Page

231

Number of Pages

23

eISSN

1573-1847

ISSN

1046-560X

Location

Netherlands

Publisher

Springer

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Faculty of Arts, Humanities and Education; Hofstra University; TBA Research Institute;

Era Eligible

Yes

Journal

Journal of science teacher education.