Listening to the learners: Mentee’s perspectives of a mentoring program for first-year science teachers
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Mentoring teachers during their early career induction has the potential to pay long-term benefits in respect of improved teacher effectiveness and retention. To add to our understanding of mentoring beginning teachers, this paper documents the experiences of thirty-eight teachers in their first year of teaching Science or Mathematics who participated in an innovative mentoring program. Data gathered through applications, surveys and focus groups reflecting the views and voices of these thirty-eight teachers support the notion that carefully-designed mentoring, including subject-specific, trained mentors can indeed have substantial positive impacts on the success of beginning teachers in Science and Mathematics.
|Publication Type:||Journal Article|
|Murdoch Affiliation:||School of Education|
|Publisher:||Australian Science Teachers Association.|
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