Teacher Thinking Associated with Science-Specific Mentor Preparation

This qualitative study examined teachers’ thinking about mentoring as revealed through their discussions and written cases. The participants were 34 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. The purpose of the study was to understand the sociocultural tools used by science teachers when leaning to mentor and how tool use may lead to the construction of new understandings about mentoring. Program participants were found to use a range of pedagogical tools to construct understandings about mentoring practices. Analysis of data revealed that the participants used practical tools, including classroom observation protocols and conferencing strategies, and cognitive tools to mediate their learning about mentoring. Cognitive tools included images that mediate the participants’ responses to specific mentoring challenges and dilemmas that highlight contradictions in their thinking about mentoring. The findings provide insights into the impact of science teachers’ participation in amentor preparation program on their thinking and identity as mentors of science teachers.