The Effect of Mentoring on Beginning Science Teacher's Perception Change in Their Teaching Performance

멘토링이 초임 중등과학교사의 교수실행에서 나타나는 인식변화에 미치는 영향

  • Received : 2013.09.16
  • Accepted : 2013.10.17
  • Published : 2013.12.20


The purpose of this study was to examine the change of the beginning science teachers' perception change through the mentoring program. Participants in this study were four mento-teachers, one university professor, two teachers in doctor, two teacher in doctor's or master's course, and four mentee-teachers who had less than three years teaching experience. We performed five times one to one mentoring for a year. We collected data such as video recordings of mentee-teacher's classes, lesson plans, recording of one to one mentoring and transcription, mento and mentee journals, preliminary-interim-post interview and transcription, and RTOP class observation report. Based on the result of this study, five times mentoring over a year changed mentee-teacher's perception and their teaching practice.


Beginning science teacher;Mentoring program;Teachers' perception change


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  1. Investigation of a Mentor-Teacher Qualification Standard through the Analysis of Interaction in Mentoring Conversations vol.36, pp.6, 2016,


Supported by : 한국연구재단