Relationships Between Mentor Teachers' Epistemological Beliefs and Their Perceptions of Mentoring in Science Teaching

• In Event: Engaging With the Epistemology and Ontology of Science Teaching

Abstract

This qualitative study investigated how mentors, assisting newly-trained teachers in model-based instruction, perceive and approach mentoring and examines whether there were differences based on the mentor’s epistemological beliefs (EBs), their beliefs regarding how knowledge forms and how people learn. Four mentors, two having EBs more aligned to reform-based science teaching and two with less aligned EBs, participated in interviews. Data revealed three themes: (1) All mentors perceive mentoring as a supportive process of learning to teach as well as emotional support, (2) only mentors with more reform-oriented EBs saw mentoring as being supportive for both the mentor and the mentee, and (3) mentors within the two groups differed in their ideas about communication practices with mentees.

Authors

• Grace Carroll, North Carolina State University
  Presenting Author

• Matt Reynolds, North Carolina State University
  Non-Presenting Author

• Soonhye Park, North Carolina State University
  Non-Presenting Author

• Amanda Hall, North Carolina State University
  Non-Presenting Author

• Scott Ragan, North Carolina State University
  Non-Presenting Author

• Jason L Painter, North Carolina State University
  Non-Presenting Author