Research on the Effectiveness of the Mentoring System to Support Beginning Science Teachers

Abstract

Abstract:The purpose of this research is to investigate ways to introduce mentoring system to support beginningand experienced teachers for their professional development. As an alternative to existing teacher training programs,we planned and implemented a mentoring system to examine its effects in developing professionalism amongteachers-in-need, and those who have not met the teacher's evaluation standards. Mentoring is defined as beingconcerned with promoting the 'development of an individual to his/her full potential,' both professionally andpersonally. It is linked with professional and career development, and is somewhat characterized by an 'expert-novice'relationship. The mentoring system in science features group mentoring, where 3 protege -mentor teams gatheredtogether for instructional consulting using their videotaped classroom teaching. Through video-based discussions,teachers could share reflective experiences through collaborative investigations based on evidences revealed inclassroom teaching videos. Using open-ended interviews with the teachers and video-based discussions, we extractedneeds and goals of mentoring, the need of mentoring system to support beginning teachers, and the requirement ofmentor quality in light of mentor's expected roles. Conclusions and recommendations related to teachers' mentoringand for the government's development of mentoring system are discussed. Key words: mentoring, teaching professionalism, reflective practices, mentor, professional developmentKorea Institute for Curriculum and Evaluation