The Effect of a Mentoring Model for Elementary Science Professional Development

Autor/inn/en	Koch, Janice; Appleton, Ken
Titel	The Effect of a Mentoring Model for Elementary Science Professional Development
Quelle	In: Journal of Science Teacher Education, 18 (2007) 2, S.209-231 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-006-9036-1
Schlagwörter	Foreign Countries; Teaching Methods; Science Education; Faculty Development; Pedagogical Content Knowledge; Mentors; Elementary School Science; Constructivism (Learning); Science Instruction; Science Teachers; College Faculty; College School Cooperation; Urban Schools; Teacher Collaboration; Knowledge Base for Teaching; Elementary School Teachers; Australia; United States + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Fakultät; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerkooperation; Teaching theory; Theory of teaching; Unterrichtstheorie; Elementary school; Grundschule; Volksschule; Australien; USA
Abstract	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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10