The Impacts of a Research-Based Model for Mentoring Elementary Preservice Teachers in Science

• In Event: Marriott Roundtable Session 34
  In Roundtable Session: The Impact of Professional Development on Science Teacher Cognition and Motivation

Abstract

In this paper, we focus on a five-year, mixed-methods longitudinal study funded by the National Science Foundation that developed and studied a mentor preparation program grounded in research-based elements of effective science instruction and strategies to structure and facilitate learner-focused mentoring conversations between cooperating and preservice teachers. We will share the impacts of this mentoring professional development on the quality of mentoring conversations and the participants’ beliefs about effective science instruction.

Authors

• Matthew J. Miller, Western Washington University

• Dan Hanley, Western Washington University

• Joseph Brobst, Western Washington University