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|
| Type |
Oral Presentation |
| Area |
New Trends in Chemistry Education |
| Room No. |
Room 400 |
| Time |
THU 09:30-: |
| Code |
EDU.O-2 |
| Subject |
A Study on Relations between Mentees' Reflective Thinking and Reflective Practices in Cooperative Mentoring |
| Authors |
Jihun Park, Munsuk Go, JEONGHEE NAM1,*
Pusan National University, Korea
1Department of Chemical Education, Pusan National University, Korea
|
| Abstract |
Mentoring is suggested as a very useful educational way to improve teaching methods and develop the professionalism of beginning science teachers. The precedent study explained ‘reflective thinking’ indispensible for positive changes in mentee teachers’ classes is not necessarily connected to ‘reflective practices.’ The ultimate goal of mentoring is to make positive changes in mentees’ teaching(classes) which can be verified by mentees’ reflective practices and therefore it is very important to determine a relation between ‘reflective thinking’ and ‘reflective practices.’ Therefore, this study identified a link between mentees’ reflective thinking and reflective practices in the cooperative mentoring program for professional development of beginning science teachers. The study investigated five mentor-mentee pairs participated in the cooperative mentoring program from March to December in 2017. The data collected for the study were recorded videos of mentees’ teaching(classes), RTOP, transcripts of recorded mentoring conversation, written interviews of mentees, transcripts of mentees’ face-to-face interviews, mentees’ journals and mentors’ journals. The analysis methods of the data were to categorize and extract the types of mentors’ support in the transcripts of recorded mentoring conversation and to identify whether mentors’ supportive feedback is applied to mentees’ practices in teaching from recorded videos of mentees’ teaching(classes). The relations between reflective thinking and reflective practices were analyzed through the written and face-to face interviews with mentees based on the mentors’ support extracted from the collected data and mentees’ practices of mentors’ supportive feedback identified in the recorded videos of mentees’ teaching(classes). An expert in science education, a science teacher who have a doctorate in science education, two doctoral students and a student in the master’s course were participated in the analysis and mentors’ and mentees’ journals were analyzed to increase validity of the analysis |
| E-mail |
parkji6980@nate.com |
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121st General Meeting of the KCS