Employing the Five-Factor Mentoring Instrument: Analysing Mentoring Practices for Teaching Primary Science

Autor/inn/en	Hudson, Peter; Usak, Muhammet; Savran-Gencer, Ayse
Titel	Employing the Five-Factor Mentoring Instrument: Analysing Mentoring Practices for Teaching Primary Science
Quelle	In: European Journal of Teacher Education, 32 (2009) 1, S.63-74 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Mentors; Pedagogical Content Knowledge; Science Curriculum; Performance Factors; Teacher Education Curriculum; Preservice Teachers; Supervisory Methods; Student Teacher Attitudes; Foreign Countries; Likert Scales; Best Practices; Psychometrics; Item Analysis; Turkey + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Leistungsindikator; Ausland; Likert-Skala; Psychometry; Psychometrie; Itemanalyse; Türkei
Abstract	Primary science education is a concern around the world and quality mentoring within schools can develop pre-service teachers' practices. A five-factor model for mentoring has been identified, namely, personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. Final-year pre-service teachers (mentees, n = 211) from three Turkish universities were administered a previously validated instrument to gather perceptions of their mentoring in primary science teaching. ANOVA indicated that each of these five factors was statistically significant (p less than 0.001) with mean scale scores ranging from 3.36 to 4.12. Although mentees perceived their mentors to provide evaluation feedback (95%), model classroom management (88%), guide their preparation (96%), and outline the science curriculum (92%), the majority of mentors were perceived not to assist their mentees in 10 of the 34 survey items. Professional development programmes that target the specific needs of these mentors may further enhance mentoring practices for advancing primary science teaching. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10