The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice

Factors Predicting Inquiry-Based Teaching in Science Across One Belt One Road Countries and Regions: A Multilevel Analysis

“…Inquiry-based teaching as an instructional strategy has been shown to be central to many classes with regard to establishing, strengthening, exploring, and investigating the procedures involved (Leikin & Rota, 2006). Researchers have identified the different factors that influence teachers' implementation of inquiry-based teaching in different teaching contexts (Alhendal et al, 2016;Correia & Harrison, 2019;Haney & McArthur, 2002;Nam et al, 2013;Ramnarain, 2016;Roehrig, 2004). For instance, Correia and Harrison (2019) observed four lessons run by two secondary science teachers who had 13 and 34 years of teaching experience, respectively, finding that the teachers' beliefs about inquiry shaped their guidance of students in the class.…”

“…Collaboration among teachers has been found to be associated with inquiry-based teaching (Lebak, 2015;Nam et al, 2013;Svendsen, 2016). Nam et al (2013) investigated three beginner science teachers and three mentors at a middle school in an urban area of South Korea: The findings indicated that the preservice teachers reflected their own perceptions of teaching, in turn leading to an improvement in inquiry-based teaching in their classroom practice. Svendsen (2016) investigated three secondary schools, noting that collaboration and reflection among the science teachers there had a positive effect on their understanding of inquiry-based teaching.…”

New Teacher Learning in a Digital Mentoring Environment: Voices of the Mentors

“…Content-specific support and mentor preparation. Scholars researching contentspecific support and mentor preparation focused on a variety of topics including: (a) program organization (Luft & Patternson, 2002;Shore & Stokes, 2006), (b) mentee and mentor experiences (Maor & McConney, 2015;Nam, Seung, & Go, 2013;Wildman, Magliaro, Niles, & Niles, 1992) and (c) practices of mentoring (Naseem, 2014). Studies like these examples continued to support the rationale for, and highlighted the potential of, content-specific new teacher mentoring as an opportunity for new teachers to reflect on their teaching.…”

“…Despite these reservations, the authors also described how mentees felt comfortable enacting teaching practices and supporting student learning due to their experiences with this program. Nam, Seung, and Go (2013) investigated the experiences of individual mentor-mentee relationships of science educators (N = 6) by studying beginning science educators (n = 3) and their mentors (n = 3) who participated in a formal science teaching mentoring program. Similar to Shore and Stokes (2006), one goal of this program was to help new science teachers implement "inquiry-based teaching practices."…”

Araştırma-Sorgulamaya Dayalı Öğretime Yönelik Akademik Çalışmaların Bibliyometrik Analizi (2000-2020)

“…Araştırma sorgulamaya dayalı mesleki gelişim programlarının etkisini belirlemeye yönelik yapılan çalışmalar incelendiğinde, bu programlara katılan öğretmenlerin araştırma sorgulama becerilerinin geliştiği (Basista, Tomlin, Pennington and Pugh, 2001;Hairida, 2016;Wee, Shepardson, Fast and Harbor, 2007), bu öğretimi uygulamaya yönelik güvenlerinin (Açıkgöz, 2019;Basista vd., 2001;Lotter, Harwood and Bonner, 2006) ve düşüncelerinin (Luft, 2001;Nam, Seung and Go, 2013;Usta, 2015) olumlu yönde değiştiği tespit edilmiştir. Benzer şekilde bu programlara katılan öğretmen adaylarının da ASDÖ'yü uygulamaya yönelik (Ann Haefner and Zembal-Saul, 2004;Varma, Volkmann and Hanuscin, 2009) ve bu öğretim kapsamında derslerde gerekli olan araştırma sorularını sormaya yönelik (Varma vd., 2009) anlayışlarının geliştiği sonucu ortaya çıkmıştır.…”