Details
| Original language | English |
|---|---|
| Title of host publication | Shaping the Future of Biological Education Research |
| Pages | 293–309 |
| ISBN (electronic) | 9783031447921 |
| Publication status | Published - 2 Dec 2023 |
Abstract
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Shaping the Future of Biological Education Research. 2023. p. 293–309.
Research output: Chapter in book/report/conference proceeding › Contribution to book/anthology › Research › peer review
}
TY - CHAP
T1 - Assessing the Quality of Mentoring: Evidence-Based Development of a Training Programme for Biology Mentors and Pre-service Biology Teachers for Scientific Issues
AU - Nestler, Emanuel
AU - Retzlaff-Fürst, Carolin
AU - Groß, Jorge
PY - 2023/12/2
Y1 - 2023/12/2
N2 - Abstract: Mentoring is a key scaffold where pre-service biology teachers are supported by an experienced biology teacher (i.e. a mentor). A SWOT analysis revealed that our federal state is missing biology mentor teacher (BMT) training. We conducted a design-based research study to create a training programme for our biology mentor teachers. The first aim of the study was to develop the theoretical background for the complex process for biology mentor teacher training. The tetrahedron model developed by Prediger and colleagues was adapted to describe the challenging situation for BMT training. Our second aim was to evaluate the mentoring quality and subject-specific content of mentoring dialogues in the design cycle to connect this study to previous research. Our results show that mentoring quality increases after BMT training. Surprisingly, the mentor teacher and the pre-service teacher differ in their assessment. The evaluation of content of mentoring dialogues shows a higher share of discussions on content knowledge than in previous studies. All in all, this is one of the first studies on BMT training. This paper is an invitation to continue the work in this important field of biology teacher training.
AB - Abstract: Mentoring is a key scaffold where pre-service biology teachers are supported by an experienced biology teacher (i.e. a mentor). A SWOT analysis revealed that our federal state is missing biology mentor teacher (BMT) training. We conducted a design-based research study to create a training programme for our biology mentor teachers. The first aim of the study was to develop the theoretical background for the complex process for biology mentor teacher training. The tetrahedron model developed by Prediger and colleagues was adapted to describe the challenging situation for BMT training. Our second aim was to evaluate the mentoring quality and subject-specific content of mentoring dialogues in the design cycle to connect this study to previous research. Our results show that mentoring quality increases after BMT training. Surprisingly, the mentor teacher and the pre-service teacher differ in their assessment. The evaluation of content of mentoring dialogues shows a higher share of discussions on content knowledge than in previous studies. All in all, this is one of the first studies on BMT training. This paper is an invitation to continue the work in this important field of biology teacher training.
U2 - 10.1007/978-3-031-44792-1_21
DO - 10.1007/978-3-031-44792-1_21
M3 - Contribution to book/anthology
SN - 9783031447914
SP - 293
EP - 309
BT - Shaping the Future of Biological Education Research
ER -