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Mentoring in Support of Reform-Based Science Teaching

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Second International Handbook of Science Education

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 24))

Abstract

In this review of research on science teacher mentoring, we discuss mentoring in elementary and secondary schools and its influence on science teachers and their practice. Next, we overview what is known about the professional learning that prepares mentors to support the work of science teachers and ways in which mentoring is able to facilitate science education reform. We conclude the chapter with suggestions for future research on science teacher mentoring that are likely to promote a culture of reform-based science teaching and learning.

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Author information

Authors and Affiliations

  1. College of Education, Georgia Southern University, Statesboro, GA, 30458, USA

    Thomas R. Koballa Jr.

  2. Curriculum and Instruction, Appalachian State University, Boone, NC, 28608, USA

    Leslie U. Bradbury

Authors
  1. Thomas R. Koballa Jr.
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  2. Leslie U. Bradbury
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Corresponding author

Correspondence to Thomas R. Koballa Jr. .

Editor information

Editors and Affiliations

  1. Science & Mathematics Education Centre, Curtin University of Technology, Perth, West Australia, Australia

    Barry J. Fraser

  2. The Graduate Centre, City University of New York, New York, 10016-4309, New York, USA

    Kenneth Tobin

  3. Ctr. Mathematics & Science Education, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, 4059, Queensland, Australia

    Campbell J. McRobbie

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© 2012 Springer Science+Business Media B.V.

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Koballa, T.R., Bradbury, L.U. (2012). Mentoring in Support of Reform-Based Science Teaching. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_25

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