ABSTRACT

This practical guide helps mentors of new science teachers in both developing their own mentoring skills and providing the essential guidance their trainees need as they navigate the rollercoaster of the first years in the classroom. Offering tried-and-tested strategies based on the best research, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets and examples of dialogue with trainees.

Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding science teachers. Key topics explained include:

• Roles and responsibilities of mentors

• Developing a mentor—mentee relationship

• Guiding beginning science teachers through the lesson planning, teaching and self-evaluation processes

• Observations and pre- and post-lesson discussions and regular mentoring meetings

• Supporting beginning teachers to enhance scientific knowledge and effective pedagogical practices

• Building confidence among beginning teachers to cope with pupils’ contingent questions and assess scientific knowledge and skills

• Supporting beginning teachers’ planning and teaching to enhance scientific literacy and inquiry among pupils

• Developing autonomous science teachers with an attitude to promote the learning of science for all the learners

Filled with tried-and-tested strategies based on the latest research, Mentoring Science Teachers in the Secondary School is a vital guide for mentors of science teachers, both trainee and newly qualified, with ready-to-use strategies that support and inspire both mentors and beginning teachers alike.

chapter |7 pages

Introduction

A practical guide to mentoring science education
BySaima Salehjee

section Section 1|62 pages

Foundations of mentoring

chapter 1|11 pages

Models of mentoring

ByGill Golder, Alison Keyworth, Clare Shaw

chapter 2|10 pages

About you as a mentor

ByNicklas Lindstrom

chapter 3|15 pages

Beginning science teachers’ expectations of their mentors

ByStephen P. Day

chapter 4|12 pages

Accountabilities of a reflective mentor

ByJodi Roffey-Barentsen, Richard Malthouse

chapter 5|12 pages

Developing a mentor–mentee relationship

ByMichelle Wormald

section Section 2|81 pages

Basic mentoring practices

chapter 6|20 pages

Supporting beginning teachers with lesson planning

ByGareth Bates, Ralph Littler, Morag Findlay, Saima Salehjee

chapter 7|23 pages

Supporting beginning science teachers to teach and evaluate their lessons

ByMorag Findlay, Saima Salehjee, Stavros A. Nikou

chapter 9|15 pages

Holding weekly mentoring meetings

ByStephen P. Day

section Section 3|109 pages

Extending basic mentoring practices

chapter 10|16 pages

Supporting beginning teachers to develop pedagogical content knowledge

ByMichael Allen, Simon Parry

chapter 11|12 pages

Supporting beginning teachers to cope with contingencies

ByMike Watts

chapter 13|13 pages

Supporting beginning teachers to link learning, memory and inquiry

ByJonathan Firth

chapter 15|16 pages

Supporting beginning teachers in embedding scientific literacy

BySaima Salehjee, Mike Watts

section Section 4|46 pages

Moving beyond

chapter 17|13 pages

Supporting a beginning teacher to become autonomous

ByGareth Bates, Ralph Littler

chapter 20|4 pages

To conclude

BySaima Salehjee