Mentoring Science Teachers in the Secondary School: A Practical Guide PDF
Preview Mentoring Science Teachers in the Secondary School: A Practical Guide
MENTORING SCIENCE TEACHERS IN THE SECONDARY SCHOOL 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 men- tor 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 pedagog- ical 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 men- tors and beginning teachers alike. Saima Salehjee is a Lecturer in Chemistry Education at the University of Strathclyde. She is responsible for teaching and research work with particular emphasis on STEM education. MENTORING TRAINEE AND NEWLY QUALIFIED TEACHERS Series edited by: Susan Capel, Trevor Wright, Julia Lawrence and Sarah Younie The Mentoring Trainee and Newly Qualified Teachers Series offers subject-specific, prac- tical books designed to reinforce and develop mentors’ understanding of the different aspects of their role, as well as exploring issues that mentees encounter in the course of learning to teach. The books have two main foci: First, challenging mentors to reflect crit- ically on theory, research and evidence, on their own knowledge, their approaches to men- toring and how they work with beginning teachers in order to move their practice forward. Second, supporting mentors to effectively facilitate the development of beginning teachers. Although the basic structure of all the subject books is similar, each book is different to reflect the needs of mentors in relation to the unique nature of each subject. Elements of appropriate theory introduce each topic or issue with emphasis placed on the practical application of material. The chapter authors in the subject books have been engaged with mentoring over a long period of time and share research, evidence and their experience. We, as series editors, are pleased to extend the work in initial teacher education to the work of mentors of beginning teachers. We hope that this series of books supports you in developing into an effective, reflective mentor as you support the development of the next generation of subject teachers. For more information about this series, please visit: https://www.routledge.com/ Mentoring-Trainee-and-Newly-Qualified-Teachers/book-series/MTNQT Titles in the series Mentoring Physical Education Teachers in the Secondary School Edited by Susan Capel and Julia Lawrence Mentoring Design and Technology Teachers in the Secondary School Edited by Suzanne Lawson and Susan Wood-Griffith Mentoring English Teachers in the Secondary School Edited by Debbie Hickman Mentoring Science Teachers in the Secondary School Edited by Saima Salehjee MENTORING SCIENCE TEACHERS IN THE SECONDARY SCHOOL A Practical Guide Edited by Saima Salehjee First published 2021 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 52 Vanderbilt Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2021 selection and editorial matter, Saima Salehjee; individual chapters, the contributors The right of Saima Salehjee to be identified as the author of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data Names: Salehjee, Saima, editor. Title: Mentoring science teachers in the secondary school : a practical guide / edited by Saima Salehjee. Description: Abingdon, Oxon ; New York : Routledge, 2021. | Series: Mentoring trainee and newly qualified teachers | Includes bibliographical references and index. Identifiers: LCCN 2020028603 (print) | LCCN 2020028604 (ebook) | ISBN 9780367023119 (hardback) | ISBN 9780367023126 (paperback) | ISBN 9780429400308 (ebook) Subjects: LCSH: Science--Study and teaching (Secondary) | Science teachers--In-service training. | Mentoring in education. Classification: LCC Q181 .M436 2021 (print) | LCC Q181 (ebook) | DDC 507.1/2--dc23 LC record available at https://lccn.loc.gov/2020028603 LC ebook record available at https://lccn.loc.gov/2020028604 ISBN: 978-0-367-02311-9 (hbk) ISBN: 978-0-367-02312-6 (pbk) ISBN: 978-0-429-40030-8 (ebk) Typeset in Interstate by SPi Global, India Visit the eResources: www.routledge.com/9780367023126 This book is dedicated to an inspirational science educator, Professor Mike Watts, whose mentoring support has (trans)formed a large cohort of science graduates to become effec- tive teachers and researchers in the UK and beyond. CONTENTS List of illustrations x Tasks xiii Case studies xvii Appendices xviii List of contributors xix Acknowledgements xxiv An introduction to the series: Mentoring trainee and newly qualified teachers xxv Introduction: A practical guide to mentoring science education 1 SECTION 1 FOUNDATIONS OF MENTORING 9 1 Models of mentoring 11 Gill Golder, Alison Keyworth and Clare Shaw 2 About you as a mentor 22 Nicklas Lindstrom 3 Beginning science teachers’ expectations of their mentors 32 Stephen P. Day 4 Accountabilities of a reflective mentor 47 Jodi Roffey-Barentsen and Richard Malthouse 5 Developing a mentor–mentee relationship 59 Michelle Wormald viii Contents SECTION 2 BASIC MENTORING PRACTICES 71 6 Supporting beginning teachers with lesson planning 73 Gareth Bates, Ralph Littler, Morag Findlay and Saima Salehjee 7 Supporting beginning science teachers to teach and evaluate their lessons 93 Morag Findlay, Saima Salehjee and Stavros A. Nikou 8 Pre-lesson discussions, lesson observation and post-lesson discussions in mentoring beginning science teachers 116 Morag Findlay 9 Holding weekly mentoring meetings 137 Stephen P. Day SECTION 3 EXTENDING BASIC MENTORING PRACTICES 153 10 Supporting beginning teachers to develop pedagogical content knowledge 155 Michael Allen and Simon Parry 11 Supporting beginning teachers to cope with contingencies 171 Mike Watts 12 Supporting beginning teachers to develop their ability to assess pupils 183 Helen Gourlay 13 Supporting beginning teachers to link learning, memory and inquiry 201 Jonathan Firth 14 Supporting a beginning teacher to apply features of the nature of science 214 Nqobile Nkala 15 Supporting beginning teachers in embedding scientific literacy 228 Saima Salehjee and Mike Watts 16 Mentoring beginning teachers in implementing process-oriented guided inquiry learning: An example of an inquiry-based pedagogical approach of teaching science 244 Sheila S. Qureshi, Adam H. Larson and Venkat Rao Vishnumolakala Contents ix SECTION 4 MOVING BEYOND 263 17 Supporting a beginning teacher to become autonomous 265 Gareth Bates and Ralph Littler 18 Supporting a beginning teacher to implement extension and enrichment 278 Jane Essex 19 Supporting beginning teachers to work with pupils with special educational needs and disability 291 Darren Moore and Alison Black 20 To conclude 305 Saima Salehjee References 309 Author index 325 Subject index 328
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