Please use this identifier to cite or link to this item:
|Title: ||A Blended Mentoring Model for the Inquiry Teaching Competency of Science and Mathematics Teachers|
|Authors: ||Yu, Chung-Chieh;Tuan, Hsiao-Lin;Chin, Chi-Chin|
|Keywords: ||Inquiry Teaching;PCK;Mentoring model;Teacher Professional Development|
|Issue Date: ||2012-11-22T07:48:15Z
|Abstract: ||The purpose of this research is to explore the effect of a blended mentoring model,|
intertwining the e-learning website and classroom instructions for science/math teachers to
enhance their inquiry teaching competency. The mentoring mechanism encompasses the
Mentor Assisted Inquiry Teaching [MAIT] website, addressing conceptual change and
self-efficacy, and the face-to-face instruction course, focusing on constructivist learning.
25(13 science, 12 math) teachers enrolled in the research and 6(3 science and 3 math) teachers
were selected for deeper investigation. A combination of qualitative and quantitative methods
was applied in the study. Data collection included: the pre and post test of Inquiry Teaching
Efficacy Questionnaire [ITEQ] (author, 2005), the pre and post videos regarding teachers’
classroom teaching, semi-structured interview and assignments in the course. Findings
revealed: Teachers inquiry teaching competency have significant progress with the
intervention of the blended mentoring model. Teachers with different backgrounds (e.g.
teaching orientations, major) may achieve diverse but positive edification from the
mechanism. The development of teachers’ knowledge with regard to the assessment of
science learning, the instructional strategies, students’ understanding of science, the
curriculum as well as orientation towards teaching science and teachers’ efficacy (Park &
Olivar, 2007) also proposed complex and subtle progress.
|Relation: ||European Science Education Research Association|
|Appears in Collections:||[科學教育研究所] 會議論文|
Files in This Item:
All items in NCUEIR are protected by copyright, with all rights reserved.