Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

Autor/inn/en	Abed, Osama H.; Abd-El-Khalick, Fouad
Titel	Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching
Quelle	In: International Journal of Science Education, 37 (2015) 4, S.703-726 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1010629
Schlagwörter	Mentors; Science Instruction; Foreign Countries; Science Curriculum; Elementary School Teachers; Pedagogical Content Knowledge; Instructional Improvement; Teacher Effectiveness; Feedback (Response); Guidance; Preservice Teachers; Females; Teacher Education Programs; Personality Traits; Interpersonal Relationship; Measures (Individuals); Jordan + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Unterrichtsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Beratung; Weibliches Geschlecht; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Messdaten
Abstract	Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers--much like those identified by participants in the present study--who are already effective in their science teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01