Mentoring Teachers in the Context of Student-Question-Based Inquiry: The Challenges of the "Savanturiers" Programme

Autor/inn/en	Cisel, Matthieu; Barbier, Charlotte
Titel	Mentoring Teachers in the Context of Student-Question-Based Inquiry: The Challenges of the "Savanturiers" Programme
Quelle	In: International Journal of Science Education, 43 (2021) 17, S.2729-2745 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1986240
Schlagwörter	Mentors; Inquiry; Program Descriptions; Elementary School Teachers; Middle School Teachers; Researchers; Doctoral Students; Teacher Attitudes; Barriers; Time Management; Expertise; Science Teachers; Science Instruction; Faculty Development; College School Cooperation; Foreign Countries; Classroom Observation Techniques; Partnerships in Education; Teaching Methods; France + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Researcher; Forscher; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Lehrerverhalten; Zeitmanagement; Expert appraisal; Science; Science teacher; Wissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Hochschulpartnerschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Frankreich
Abstract	Student-Question-Based Inquiry (SQBI) represents a form of inquiry where pupils design their research questions, hypotheses, and protocols. The "Savanturiers" program aims at helping teachers overcome their potential apprehension of SQBI by matching hundreds of elementary and middle school teachers with mentors. These mentors are usually researchers or Ph.D. candidates. This contribution aims at describing various tensions that arose during the mentorship of SQBI in this program through the lens of Engeström's activity theory. Field observations and semi-structured interviews with a sample of teachers suggested that numerous obstacles hindered mentor-practitioner collaborations. We identified at least three mechanisms that contributed to the paucity of interactions that we interpreted as contradictions of the activity system: mentors sometimes suggested activities that fell outside of the boundaries of curricula or were too time-consuming for a given group of learners. Alternatively, pupils' agency, notably in the phrasing of research questions, could lead them to explore topics or approaches for which the mentor had little expertise. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01