Mentoring Science Teachers in the Secondary School: A Practical Guide

This practical guide helps mentors of new science teachers develop their skills and provide guidance to their trainees as they navigate the first years in the classroom. It covers key topics such as roles and responsibilities, developing a mentor-mentee relationship, lesson planning, teaching, self-evaluation, observations, and regular mentoring meetings. The book offers practical tools, self-evaluation tools, and examples of dialogue to support beginning teachers in enhancing their scientific knowledge, effective pedagogical practices, building confidence, and promoting scientific literacy and inquiry.

Format: Paperback / softback
Length: 336 pages
Publication date: 15 December 2020
Publisher: Taylor & Francis Ltd

This comprehensive guide is designed to help mentors of new science teachers develop their own mentoring skills and provide the essential guidance their trainees need as they navigate the challenging and rewarding journey of the first years in the classroom. Offering a wealth of tried-and-tested strategies based on the latest research, the book covers the knowledge, skills, and understanding every mentor needs to succeed. It provides practical tools such as lesson plans, feedback guides, observation sheets, and examples of dialogue with trainees, along with analytical tools for self-evaluation.

In addition to its practical content, Mentoring Science Teachers in the Secondary School is a valuable 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: Understanding the roles and responsibilities of mentors in supporting beginning science teachers is essential. This includes understanding the mentor's role in guiding the trainee through the lesson planning, teaching, and self-evaluation processes, as well as providing feedback and support.

Developing a mentor-mentee relationship: Building a strong and effective mentor-mentee relationship is key to successful mentoring. This includes establishing clear expectations, fostering open communication, and providing constructive feedback and support.

Guiding beginning science teachers through the lesson planning, teaching, and self-evaluation processes: Beginning science teachers need guidance and support to develop their teaching skills and confidence. This includes helping them plan effective lessons, teach effectively, and self-evaluate their teaching practices.

Observations and pre- and post-lesson discussions: Observations and pre- and post-lesson discussions are valuable tools for mentors to assess the trainee's teaching practices and provide feedback. This includes observing the trainee's teaching, discussing their teaching strategies, and providing feedback on their performance.

Regular mentoring meetings: Regular mentoring meetings are essential for maintaining a strong and effective mentor-mentee relationship. These meetings provide opportunities for mentors to provide feedback, support, and guidance, as well as for trainees to share their experiences and concerns.

Supporting beginning teachers to enhance scientific knowledge and effective pedagogical practices: Beginning science teachers need to develop their scientific knowledge and effective pedagogical practices to be successful in the classroom. This includes providing opportunities for them to attend professional development workshops, participate in research projects, and engage in peer-to-peer learning.

Building confidence among beginning teachers to cope with pupils contingent questions and assess scientific knowledge and skills: Beginning teachers may feel overwhelmed by the contingent questions and assessments that they face in the classroom. Mentors can help build confidence among beginning teachers by providing support, guidance, and feedback on their teaching practices.

Supporting beginning teachers planning and teaching to enhance scientific literacy and inquiry among pupils: Science literacy and inquiry are essential skills for pupils to develop. Mentors can help beginning teachers plan and teach to enhance scientific literacy and inquiry among pupils by providing opportunities for them to engage in hands-on activities, use inquiry-based teaching strategies, and develop scientific thinking skills.

Developing autonomous science teachers with an attitude to promote the learning of science for all learners: Autonomous science teachers are able to promote the learning of science for all learners by developing their teaching skills, confidence, and enthusiasm for the subject. Mentors can help beginning teachers develop autonomous science teachers by providing opportunities for them to take ownership of their teaching practices, participate in professional development opportunities, and develop their leadership skills.

In conclusion, Mentoring Science Teachers in the Secondary School is a comprehensive guide that provides valuable insights and strategies for mentors of new science teachers. By developing their own mentoring skills and providing the essential guidance their trainees need, mentors can help ensure that beginning science teachers succeed in the classroom and develop into outstanding teachers. The book is filled with tried-and-tested strategies based on the latest research, and it is a valuable resource for all those involved in developing the next generation of outstanding science teachers.

Weight: 664g
Dimension: 173 x 245 x 25 (mm)
ISBN-13: 9780367023126