Science pre-service teachers’ experience with mentors during teaching practice
More details
Hide details
Department of Mathematics, Science and Technology Education, University of the Free State, Phuthaditjhaba, SOUTH AFRICA
Publication date: 2022-09-22
EURASIA J. Math., Sci Tech. Ed 2022;18(11):em2170
This study aims to explore how mentor teachers and the school environment helped pre-service teachers develop their pedagogical skills, and thereby, closing the gap between theory and practice. The study is based on a survey research design consisting of 75 participants consisting of third and final year students at a research and teaching university in South Africa. The participants completed a Google survey questionnaire where responses were given on a five-point Likert scale from strongly disagree, to strongly agree. The results indicate that although most pre-service teachers received the necessary guidance in theory and practical lessons as well as assessment, a significant proportion of the participants were not adequately assisted. A large proportion of the schools did not have laboratories, laboratory equipment, and chemicals. The study has practical implications for the professional development of teachers of science before service. There is dire need for all science pre-service teachers to be adequately developed by selecting the appropriate context in which the teaching practice is done to develop the knowledge, science specific pedagogical skills, and values necessary for successful entry into a professional career Furthermore, mentor teachers need to be properly oriented about their mentoring roles, and the school management team must assist in monitoring the mentoring process.
Achinstein, B., & Fogo, B. (2015). Mentoring novices’ teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice. Teaching and Teacher Education, 45, 45-58.
Aderibigbe, S. A., Holland, E., Marusic, I., & Shanks, R. (2022). A comparative study of barriers to mentoring student and new teachers. Mentoring & Tutoring: Partnership in Learning, 30(3), 355-376.
Arafa, A. E., Anzengruber, F., Mostafa, A. M., & Navarini, A. A. (2019). Perspectives of online surveys in dermatology. Journal of the European Academy of Dermatology and Venereology, 33(3), 511-520.
Aydin, S., Demirdogen, B., Tarkin, A., Kutucu, S., Ekiz, B., Akin, F. N., Tuysuz, M., & Uzuntiryaki, E. (2013). Providing a set of research-based practices to support preservice teachers’ long-term professional development as learners of science teaching. Science Education, 97(6), 903-935.
Bahtiar, B., & Dukomalamo, N. (2019). Basic science process skills of biology laboratory practice: improving through discovery learning. Biosfer: Jurnal Pendidikan Biologi [Biosphere: Journal of Biological Education], 12(1), 83-93.
Barnett, E., & Friedrichsen, P. J. (2015). Educative mentoring: How a mentor supported a preservice biology teacher’s pedagogical content knowledge development. Journal of Science Teacher Education, 26(7), 647-668.
Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among preservice science teachers’ ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83-93.
Blatchford, P., Bassett, P., & Brown, P. (2011). Examining the effect of class size on classroom engagement and teacher-pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools. Learning and Instruction, 21(6), 715-730.
Bradbury, L. U. (2010). Educative mentoring: Promoting reform-based science teaching through mentoring relationships. Science Teacher Education, 94, 1049-1071.
Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., Carpendale, J., Kam Ho Chan, K., Cooper, R., Friedrichsen, P., Gess-Newsome, J., Henze-Rietveld, I., Hume, A., Kirschner, S., Liepertz, S., Loughran, J., Mavhunga, E., Neumann, K., Nilsson, P. ... Wilson, C. D. (2019). The refined consensus model of pedagogical content knowledge in science education. In Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 77-94). Springer, Singapore.
Comparcini, D., Cicolini, G., Simonetti, V., Mikkonen, K., Kääriäinen, M., & Tomietto, M. (2020). Developing mentorship in clinical practice: Psychometrics properties of the mentors’ competence instrument. Nurse Education in Practice, 43, 102713.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.
Dilshad, M., & Iqbal, H. M. (2010). Quality indicators in teacher education programmes. Pakistan Journal of Social Sciences, 30(2), 401-411.
Djamahar, R., Ristanto, R. H., Sartono, N., Ichsan, I. Z., Darmawan, E., & Muhlisin, A. (2019). Empowering student’s metacognitive skill through Cirsa learning. Journal of Physics: Conference Series, 1227(1), 012001.
Eilam, B. (2017). Probing teachers’ lesson planning: Promoting metacognition. Teachers College Record, 119, 1-28.
Ekiz-Kiran, B., Boz, Y., & Oztay, E. S. (2021). Development of preservice teachers’ pedagogical content knowledge through a PCK-based school experience course. Chemistry Education Research and Practice, 22, 415-430.
Ericsson, A. (2002). Attaining excellence through deliberate practise: Insights from the study of expert performance. In M. Ferrari (Ed.), The educational psychology series. The pursuit of excellence through education (pp. 21-55). Lawrence Erlbaum Associates Publishers.
Gage, N. A., Scott, T., Hirn, R., & MacSuga-Gage, A. S. (2018). The relationship between teachers’ implementation of classroom management practices and student behavior in elementary school. Behavioral Disorders, 43(2), 302-315.
George, M. J. (2017). Assessing the level of laboratory resources for teaching and learning of chemistry at advanced level in Lesotho secondary schools. South African Journal of Chemistry, 70, 154-162.
Gillies, R. M., & Boyle, M. (2005). Teachers’ scaffolding behaviours during cooperative learning. Asia-Pacific Journal of Teacher Education, 33(3), 243-259.
Gudyanga, R. (2020). Probing physical sciences teachers’ chemical laboratory safety awareness in some South African high schools. African Journal of Research in Mathematics, Science and Technology Education, 24(3), 423-434.
Gudyanga, R., & Jita, L. C. (2019). Teachers’ implementation of laboratory practicals in the South African physical sciences curriculum. Issues in Educational Research, 29(3), 715-731.
Hadinugrahaningsiha, T., Rahmawati, Y. & Ridwan, A. (2017). Developing 21st century skills in chemistry classrooms: Opportunities and challenges of STEAM integration. AIP Conference Proceedings, 1868, 030008.
Handayani, A. Y., Nur, M., & Rahayu, Y. S. (2015). Pengembangan perangkat pembelajaran ipa smp dengan model inkuiri untuk melatihkan keterampilan proses pada materi sistem pencernaan manusia [Development of science learning tools for junior high school with an inquiry model to train process skills on the material of the human digestive system]. Pendidikan Penelitian Pendidikan Sains [Science Education Research Education], 4(2), 681-692.
Hermansyah, H., Gunawan, G., Harjono, A., & Adawiyah, R. (2019). Guided inquiry model with virtual labs to improve students’ understanding on heat concept. Journal of Physics: Conference Series, 1153(1), 012116.
Hinojosa, D. M. (2022). Practice what you teach: Onsite coaching and dialogic feedback to promote the appropriation of instructional strategies. Teaching and Teacher Education, 111, 103582.
Hinojosa, D. M., & Bonner, E. P. (2021). The community mathematics project: Using a parent tutoring program to develop sense-making skills in novice mathematics educators. Mathematics Education Research Journal.
Hume, A., Cooper, R., & Borowski, A. (Eds.). (2019). Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science. Springer.
Kind, V. (2009). Pedagogical content knowledge in science education: Perspectives and potential for progress. Studies in Science Education, 45(2), 169-204.
Kosar, G. (2021). Distance teaching practicum: Its impact on pre-service EFL teachers’ preparedness for teaching. IAFOR Journal of Education, 9(2), 111-126.
Krathwohl, D. R., & Anderson, L. W. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In Examining pedagogical content knowledge (pp. 95-132). Springer, Dordrecht.
Malhotra, K. (2007). Marketing research: An applied orientation (5th Edn.). Pearson Education.
Michalsky, T. (2021). Integrating video analysis of teacher and student behaviors to promote Preservice teachers’ teaching meta-strategic knowledge. Metacognition and Learning, 16(3), 595-622.
Moluayonge, G. E., & Park, I. (2017). Effect of challenges with class size, classroom management and availability of instructional resources on science teachers’ teaching practices in secondary schools. Journal of Science Education, 41(1), 135-151.
Mudulia, A. M. (2012). The relationship between availability of teaching/learning resources and performance in secondary school science subjects in Eldoret Municipality, Kenya. Journal of Emerging Trends in Educational Research and Policy Studies, 3(4), 530-536.
Nayak, M. S. D. P., & Narayan, K. A. (2019). Strengths and weaknesses of online surveys. IOSR Journal of Humanities and Social Sciences, 24(5), 31-38.
Nugraheni, A. A., & Wuryandani, W. (2018). The effect of science technology and society models on science process skills. Information, 48(2), 213-227.
Park, S., & Steve Oliver, J. (2008). National board certification (NBC) as a catalyst for teachers’ learning about teaching: The effects of the NBC process on candidate teachers’ PCK development. Journal of Research in Science Teaching, 45(7), 812-834.
Pendleton, D., Schofield, T., Tate, P., & Havelock, P. (2003). The new consultation: Developing doctor-patient communication. Oxford University Press.
Phang, B. L., Sani, B. B., & Azmin, N. A. B. M. (2020). Investigating mentor teachers’ roles in mentoring pre-service teachers’ teaching practicum: A Malaysian study. English Language Teaching, 13(11), 1-11.
Pylman, S., & Bell, J. (2021). Levels of mentor questioning in assisted performance: What mentors should ask student teachers while co-planning. Mentoring and Tutoring: Partnership in Learning, 29(5), 522-544.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Smith, E. R. (2007). Negotiating power and pedagogy in student teaching: Expanding and shifting roles in expert-novice discourse. Mentoring and Tutoring, 15, 87-106.
Srisawasdi, N., & Panjaburee, P. (2019). Implementation of game-transformed inquiry-based learning to promote the understanding of and motivation to learn chemistry. Journal of Science Education and Technology, 28(2), 152-164.
Voskamp, A., Kuiper, E., & Volman, M. (2020). Teaching practices for self-directed and self-regulated learning: Case studies in Dutch innovative secondary schools. Educational Studies.
Vygotsky, L. S. (1978). Interaction between learning and development. In M. Gauvain, & M. Cole (Eds.), Readings on the development of children (pp. 34-42). Worth Publishers.
Walter, Y., & Verner, I. (2019, April). Cross-age mentoring to educate high-school students in digital design and production. In M. Merdan, W. Lepuschitz, G. Koppensteiner, R. Balogh, D. Obdržálek (Eds.), International Conference on Robotics in Education (pp. 367-375). Springer.
Wang, J., & Fulton, L. A. (2012). Mentor-novice relationships and learning to teach in teacher induction: A critical review of research. REMIE: Multidisciplinary Journal of Educational Research, 2(1), 56-104.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wessels, H. (2018). Noticing in pre-service teacher education: Research lessons as a context for reflection on learners’ mathematical reasoning and sense-making. In G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt, & B. Xu (Eds.), Invited Lectures from the 13th International Congress on Mathematical Education (pp. 731-748). Springer.
Winget, M., & Persky, A. M. (2022). A practical review of mastery learning. American Journal of Pharmaceutical Education, 8906.