The Relationship between Mentor Teachers' Mentoring Characteristics and Mentee Teachers' Reflective Practice in Collaborative Mentoring for Beginning Science Teachers

박지훈; 남정희; 강유진; 박종석; SonJeongWoo

The Relationship between Mentor Teachers' Mentoring Characteristics and Mentee Teachers' Reflective Practice in Collaborative Mentoring for Beginning Science Teachers

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초임 중등 과학교사를 위한 협력적 멘토링에서 나타나는 멘토의 멘토링 특징과 멘티의 반성적 실천 사이의 관계

Type: Academic journal

Author: 박지훈 남정희 강유진 박종석 SonJeongWoo

Journal: Korean Association for Science Education 한국과학교육학회지 한국과학교육학회지 제39권 제1호 KCI Accredited Journals

Published: 2019.1

Pages: 115 - 128 (14page)

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The Relationship between Mentor Teachers' Mentoring Characteristics and Mentee Teachers' Reflective Practice in Collaborative Mentoring for Beginning Science Teachers

Research history (3)

2019

The Relationship between Mentor Teachers’ Mentoring Characteristics and Mentee Teachers’ Reflective Practice in Collaborative Mentoring for Beginning Science Teachers

박지훈 , 남정희 , 강유진 and others 2 한국과학교육학회지 2019.01 Academic journal

2018

박지훈 과학교육학과 2018.01 Thesis

2017

Changes in Characteristics of Mentor Interaction in Collaborative Mentoring

Jihun Pa , k , Eunjee Son and others 2 Journal of the Korean Chemical Society 2017.10 Academic journal

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The purpose of this study is to analyze the relationship between mentor teachers’ mentoring characteristics and mentee teachers’ reflective practices and to investigate mentor teachers’ mentoring methods to enhance mentee teachers’ reflective practices based on the analysis. The participants were four beginning science teachers and four mentors who have more than seven years of teaching experience. This study compiled mentor and mentee teachers’ journals, records and transcripts from mentee teachers’ five periods of classes, lesson plans, evaluation forms of lessons, one-on-one mentoring records and transcripts, questionnaires conducted before, during, and after the mentoring program, and a questionnaire about the effects of one-on-one mentoring. The mentoring characteristics of mentor teachers were analyzed based on mentor’s interaction methods and the contents and frequency of the support based on teaching feedback. Mentee teachers’ reflective thinking was analyzed by being categorized as voluntary self-reflections of their classes and reflections on the support provided by mentor teachers. Mentee teachers’ reflective practices were analyzed by utilizing RTOP. The conclusions of this study are as follows: Mentor teachers could promote mentee teachers’ reflective practices by eliciting conversation that helped mentees perceive problems in their teaching practices. Mentors’ questions evoking mentees’ reflective thinking could elicit mentees’ spontaneous self-reflection, and it led to the enhancement of self-reflection on mentors’ support and reflective practices. When mentors offered the support based on teaching practices while playing a role as a facilitator to help mentees identify and solve problems by themselves, mentees’ reflective practices could be promoted.

#Collaborative Mentoring #Reflective Thinking #Reflective Practice #Mentoring characteristics of mentor

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References (72)

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Appleton, K. / 1999 / Why teach primary science? Influences on beginning teachers’ practices / International Journal of Science Education 21(2):155~168

Bianchini, J. A. / 2003 / Constructing views of science tied to issues of equity and diversity : A study of beginning science teachers / Journal of Research in Science Teaching 40(1):53~76

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National Research Council / 1996 / National science education standards / National Academies Press

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