Working With Rookies: A Case Study of Science Teacher Mentors Who Mentor Face-to-Face and Online

• In Event: Poster Session 19
  In Poster Session: Working With Rookies: A Case Study of Science Teacher Mentors

Abstract

To gain insight in mentoring new science teachers it is imperative to examine how a veteran science teacher is influenced through his or her work mentoring a new teacher. This study explored veteran science teacher instruction and self-efficacy changes, while investigating the diverse social environments of face-to-face and online interaction. When mentoring is examined within social cognitive learning theory it is apparent that not only are two individuals working together, but both sides of the relationship need to be investigated. Also, since the mentoring relationship is situated within a community of practice, it becomes important to utilize a situated learning theoretical framework in tandem with social cognitive learning to provide the clearest picture of this dynamic social relationship.

Author

• Thomas Francis Meagher, Owatonna Public Schools