What Is Known about Mentoring in Support of Reform-Based Science Teaching

Thomas R. Koballa, Leslie U. Bradbury

Research output: Contribution to conferencePresentation

Abstract

A comprehensive review of research related to science teacher mentoring was conducted by manually searching science education and general education journals and electronic databases. Forty-two texts, including journal articles, book chapters, books, and conference papers, that presented or reviewed empirical research over a period of three decades (19802009) related to science teacher mentoring were examined. The findings are based on empirical studies conducted in a variety of international contexts, including mentoring in conjunction with university based teacher preparation and induction experiences, and in elementary and secondary schools. Overall, the research reviewed demonstrates the potential of mentoring to support the professional growth of novice science teachers. It also reveals that much is still unknown about mentoring in support of reform-based science teaching, but hat there are many possible directions for future research to inform science educators’ understandings of this important arena of teacher learning.
Original languageAmerican English
StatePublished - Mar 2010
EventPaper presented at the annual meeting the National Association for Research in Science Teaching -
Duration: Mar 1 2010 → …

Conference

ConferencePaper presented at the annual meeting the National Association for Research in Science Teaching
Period03/1/10 → …

Keywords

  • Education
  • Science teacher mentoring
  • Science teaching

DC Disciplines

  • Education

Fingerprint

Dive into the research topics of 'What Is Known about Mentoring in Support of Reform-Based Science Teaching'. Together they form a unique fingerprint.

Cite this