Exploring the Written Dialogues of Two First-Year Secondary Science Teachers in an Online Mentoring Program

Bang, EunJin; Luft, Julie A.

doi:10.1007/s10972-013-9362-z

Cited by 19 publications

(15 citation statements)

References 35 publications

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“…Bang and Luft (2014) suggest that online mentoring programs are an effective tool for the transfer of knowledge from experts to novices, and thus, expediting the professional induction and growth of new science teachers. The teachers who participate in online mentoring programs can benefit from suggestions for their lesson plans and ass.ccsenet.org Asian Social Science Vol.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Enhancing Pre-service Science Teachers’ Understanding and Practices of SocioScientific Issues (SSIs)-Based Teaching via an Online Mentoring Program

Pitiporntapin¹,

Yutakom²,

Sadler³

et al. 2018

ASS

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Science education reformists in Thailand promote the use of socioscientific issues (SSIs)-based teaching to enrich scientific literacy for global citizenship. To achieve this goal, Thai pre-service science teachers (PSTs) must know how to effectively integrate SSIs into their science teaching practices. The purpose of this study was to enhance PSTs' understanding and practices of SSIs-based teaching via the online mentoring (OM) program. Three PSTs were selected as case studies, and data were collected from online observations, semi-structured interviews, online discussions, and online document reviews. The analytical methods included within-case and cross-case analysis. This study found that the OM program was effective in enhancing PSTs' understanding and practices of SSIs-based teaching. As a result, their teaching practices evolved from conveying content knowledge to promoting higher-order cognitive practices. In addition, the PSTs demonstrated a deeper appreciation for OM programs as a means to enhance teaching practices. This research demonstrates how the implementation of OM programs has the potential to be powerful tool for professional development of science educators, which is essential for transforming science educational practices.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Enhancing Pre-service Science Teachers’ Understanding and Practices of SocioScientific Issues (SSIs)-Based Teaching via an Online Mentoring Program

Pitiporntapin¹,

Yutakom²,

Sadler³

et al. 2018

ASS

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“…There is growing interest in science education research on learning with digital technology with a diverse set of foci, including gaming for junior secondary mathematics students (Kwah, Milne, Tsai, Goldman and Plass 2014), professional learning communities for science teachers (McConnell, Parker, Eberhardt, Koehler, and Lundeberg 2013), and online mentoring for beginning science teachers (Bang and Luft 2014). Collectively these studies have focused on online or technology-mediated interactions and building a sense of community.…”

Section: Technology-mediated Learning and Emotionmentioning

confidence: 99%

“…Collectively these studies have focused on online or technology-mediated interactions and building a sense of community. One outcome from a study of two beginning science teachers found that professional development is expedited through online mentoring experiences supported by written dialogues known as threads (Bang and Luft 2014). Two experienced teacher mentors interacted with the new teachers through exchanges mediated by the threads that enabled a sharing of teaching practices they had learnt in their teacher education programs.…”

Section: Technology-mediated Learning and Emotionmentioning

confidence: 99%

Emotional experiences of preservice science teachers in online learning: the formation, disruption and maintenance of social bonds

Bellocchi

Mills

Ritchie

2015

Cult Stud of Sci Educ

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“…Luft, Roehrig, and Patterson (2003), in a study of beginning teachers in different support systems, concluded that teachers who engage in content-focused induction programs change their practices and beliefs. Furthermore, online mentoring programs can help beginning teachers use instructional strategies that are important in everyday instruction (Anthony & Kritsonis, 2006;Bang & Luft, 2014). There are different types of content-specific induction programs, including those that are online.…”

Section: Introductionmentioning

confidence: 99%

Studying Science Teacher Identity

Avraamidou

2016

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ScopeMathematics and science education are in a state of change. Received models of teaching, curriculum, and researching in the two fields are adopting and developing new ways of thinking about how people of all ages know, learn, and develop. The recent literature in both fields includes contributions focusing on issues and using theoretical frames that were unthinkable a decade ago. For example, we see an increase in the use of conceptual and methodological tools from anthropology and semiotics to understand how different forms of knowledge are interconnected, how students learn, how textbooks are written, etcetera. Science and mathematics educators also have turned to issues such as identity and emotion as salient to the way in which people of all ages display and develop knowledge and skills. And they use dialectical or phenomenological approaches to answer ever arising questions about learning and development in science and mathematics.The purpose of this series is to encourage the publication of books that are close to the cutting edge of both fields. The series aims at becoming a leader in providing refreshing and bold new work-rather than out-of-date reproductions of past states of the art-shaping both fields more than reproducing them, thereby closing the traditional gap that exists between journal articles and books in terms of their salience about what is new. The series is intended not only to foster books concerned with knowing, learning, and teaching in school but also with doing and learning mathematics and science across the whole lifespan (e.g., science in kindergarten; mathematics at work); and it is to be a vehicle for publishing books that fall A C.I.P. record for this book is available from the Library of Congress.ISBN: 978-94-6300-377-3 (paperback) ISBN: 978-94-6300-378-0 (hardback) ISBN: 978-94-6300-528-9 (e-book)Published by: Sense Publishers,

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Exploring the Written Dialogues of Two First-Year Secondary Science Teachers in an Online Mentoring Program

Cited by 19 publications

References 35 publications

Enhancing Pre-service Science Teachers’ Understanding and Practices of SocioScientific Issues (SSIs)-Based Teaching via an Online Mentoring Program

Enhancing Pre-service Science Teachers’ Understanding and Practices of SocioScientific Issues (SSIs)-Based Teaching via an Online Mentoring Program

Emotional experiences of preservice science teachers in online learning: the formation, disruption and maintenance of social bonds

Studying Science Teacher Identity

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