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| Type |
Poster Presentation |
| Area |
Chemistry Education |
| Room No. |
Exhibition Hall 2 |
| Time |
4월 18일 (목요일) 11:00~12:30 |
| Code |
EDU.P-498 |
| Subject |
The Effect of Collaborative Mentoring Program for Beginning Science Teachers' Professional Development |
| Authors |
Dojun Jung, Jeonghee Nam*
Department of Chemistry Education, Pusan National University, Korea
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| Abstract |
The purpose of this study was to investigate how a collaborative mentoring program influenced beginning science teachers teaching. The one-year program consisted of five one-on-one mentoring meetings, science education seminars, mentoring group discussions, and self-evaluation activities. The participants were twelve mentor teachers and twelve mentee teachers (beginning science teachers) at the middle school. We collected data such as video recordings of mentee teachers' classes, recording of one-on-one mentoring, and mentor and mentee teacher's journals, RTOP(The Reformed Teaching Observation Protocol) was used to evaluate beginning science teachers’ lessons. RTOP consists of six aspects of class, which are inquiry oriented class aspect, subject knowledge aspect, roblem-solving emphasis aspect, implementing the learning community aspect, reconstitution of classroom conversation aspect, and the perspective of the teacher's clear understanding aspect. Result showed that through the collaborative mentoring program, mentee teachers have shown high levels of improvement in the inquiry oriented class aspect, problem-solving emphasis aspect and implementing the learning community aspect. In addition, there have been low levels of improvement in subject knowledge aspect, reconstitution of classroom conversation aspect, and the perspective of the teacher's clear understanding aspect. |
| E-mail |
djjung@pusan.ac.kr |
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123rd General Meeting of the KCS