1st Edition

Mentoring Science Teachers in the Secondary School
A Practical Guide




  • Available for pre-order. Item will ship after December 14, 2020
ISBN 9780367023126
December 14, 2020 Forthcoming by Routledge
264 Pages 11 B/W Illustrations

USD $31.95

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Book Description

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.

Table of Contents

Introduction: A Practical Guide to Mentoring in Science Education

SECTION 1 Foundations of Mentoring

1 Models of mentoring

Gill Golder, Alison Keyworth and Clare Shaw

2 About you as a mentor

Nicklas Lindstrom

3 Beginning science teachers’ expectations of their mentors

Stephen P. Day

4 Accountabilities of a reflective mentor

Jodi Roffey-Barentsen and Richard Malthouse

5 Developing a mentor-mentee relationship

Michelle Wormald

SECTION 2 Basic Mentoring Practice

6 Supporting beginning teachers with lesson planning

Gareth Bates, Ralph Littler, Morag Findlay and Saima Salehjee

7 Supporting beginning science teachers to teach and evaluate their lessons

Morag Findlay, Saima Salehjee and Stavros Nikou

8 Pre-lesson discussion, lesson observation and post-lesson discussions in mentoring beginning science teachers

Morag Findlay

9 Holding weekly mentoring meetings

Stephen P. Day

SECTION 3 Extending Basic Mentoring Practices

10 Supporting beginning teachers to develop pedagogical content knowledge Michael Allen and Simon Parry

11 Supporting beginning teachers to cope with contingencies

Mike Watts

12 Supporting beginning teachers to develop their ability to assess pupils

Helen Gourlay

13 Supporting beginning teachers to link learning, memory and inquiry

Jonathan Firth

14 Supporting a beginning teacher to apply features of the nature of science in their lessons

Nqobile Nkala

15 Supporting beginning teachers in embedding scientific literacy

Saima Salehjee and Mike Watts

16 Mentoring beginning teachers in implementing Process-Oriented Guided Inquiry Learning (POGIL): An example of an inquiry-based pedagogical approach of teaching science

Sheila S. Qureshi, Adam H. Larson and Venkat Rao Vishnumolakala

SECTION 4 Moving Beyond

17 Supporting a beginning teacher to become autonomous

Gareth Bates and Ralph Littler

18 Supporting a beginning teacher to implement extension and enrichment

Jane Essex

Chapter 19 Supporting beginning teachers to work with pupils with special educational needs and disability (SEND)

Darren Moore and Alison Black

Chapter 20 To conclude

Saima Salehjee

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Editor(s)

Biography

Saima Salehjee is a Chemistry Lecturer in the Department of Education, Strathclyde University, Glasgow, responsible for teaching and research work with particular emphasis on STEM education.

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