Identifying Mentoring Practices for Developing Effective Primary Science Teaching

• Published in: International journal of science education Vol. 27; no. 14; pp. 1723 - 1739
• Main Author: Hudson, Peter
• Format: Journal Article
• Language: English
• Published: London Routledge 2005; Taylor & Francis Group Journals; Taylor & Francis
• Subjects: Australia; Curriculum subjects: programmes and methods; Educational sciences; Elementary School Science; Exact and natural sciences; Faculty Development; Foreign Countries; Knowledge Base for Teaching; Mentoring; Mentors; Preservice teacher education; Primary education; Primary school science; Primary school teachers; Science Instruction; Science Teachers; Student Teacher Attitudes; Student Teachers; Surveys; Teaching Methods; Australia; Primary School Teacher; Reflection; University; Teachers training; Supervision
• ISSN: 0950-0693; 1464-5289
• DOI: 10.1080/09500690500206457

A literature-based survey gathered 331 final-year preservice teachers' perceptions of their mentoring in primary science education from nine Australian universities. Data were analysed within five factors proposed for mentoring (i.e., Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback). Results indicated that the majority of mentors (primary teachers) did not provide specific mentoring in primary science, particularly in the science teaching practices associated with the factors System Requirements, Pedagogical Knowledge, and Modelling. This study argues that mentors may require further education to learn how to mentor specifically in primary science, and proposes a specific mentoring intervention as a way forward for developing the mentor's mentoring and teaching of primary science.