Pre-Service Science Teachers' Perceptions of Written Lesson Appraisals: The Impact of Styles of Mentoring

Autor/inn/en	Soares, Allan; Lock, Roger
Titel	Pre-Service Science Teachers' Perceptions of Written Lesson Appraisals: The Impact of Styles of Mentoring
Quelle	In: European Journal of Teacher Education, 30 (2007) 1, S.75-90 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Science Teachers; Science Instruction; Chemistry; Biology; Teacher Education; Mentors; Evaluation Methods; Comparative Analysis; Student Attitudes; Preservice Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Biologie; Lehrerausbildung; Lehrerbildung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Biology and chemistry graduates (n = 29) on a one year, post graduate, initial teacher training course were asked about their perceptions of written lesson appraisals produced by mentors when observing their teaching. Data were collected using the same open questions at three points in their course. The data relating to mentors who had received only generic training were compared with those for mentors who had been trained to focus on topic-specific pedagogy. Marked differences in pre-service science teachers' perceptions are identified. The implications arising from these differences for using written lesson appraisals in developing topic-specific pedagogy are discussed and opportunities for future research identified. (Contains 4 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10