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Research in Science Education
written by Brenda Gustafson, Sandra Guilbert, and Dougal MacDonald
The professional development project reported on in this paper, the Beginning Elementary Science Teachers' (BEST) project, was based on the premise that the first years of elementary science teaching can be very important in the development of long-term quality science teaching. Specifically, we report on project experiences that allowed 13 beginning teachers to interact with experienced teachers in a university seminar and during school visits. Results show that these limited mentoring experiences can support the development of professional knowledge and discussion centers on factors that facilitate knowledge growth. Conclusions are presented that compare benefits of these limited mentoring experiences to those reported to be achieved in long-term mentoring programs.
Research in Science Education: Volume 32, Issue 3, Pages 281-302
Subjects ADS Supplements Resource Types
Education Practices
- Teacher Preparation
- Community
- Instructional Material
= Best practice
- Reference Material
= Research study
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© 2002 Springer
DOI:
10.1023/A:1020809916037
ISSN Number:
0157-244X
Keywords:
elementary science teaching, induction, mentoring, novice teachers, professional development
Record Creator:
Metadata instance created July 2, 2008 by Bernadette Stewart
Record Updated:
January 19, 2011 by Lyle Barbato
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Record Link
AIP Format
B. Gustafson, S. Guilbert, and D. MacDonald, Res. Sci. Educ. 32 (3), 281 (2002), WWW Document, (http://dx.doi.org/10.1023/A:1020809916037).
AJP/PRST-PER
B. Gustafson, S. Guilbert, and D. MacDonald, Beginning Elementary Science Teachers: Developing Professional Knowledge During a Limited Mentoring Experience, Res. Sci. Educ. 32 (3), 281 (2002), <http://dx.doi.org/10.1023/A:1020809916037>.
APA Format
Gustafson, B., Guilbert, S., & MacDonald, D. (2002). Beginning Elementary Science Teachers: Developing Professional Knowledge During a Limited Mentoring Experience. Res. Sci. Educ., 32(3), 281-302. Retrieved November 27, 2014, from http://dx.doi.org/10.1023/A:1020809916037
Chicago Format
Gustafson, B, S. Guilbert, and D. MacDonald. "Beginning Elementary Science Teachers: Developing Professional Knowledge During a Limited Mentoring Experience." Res. Sci. Educ. 32, no. 3, (2002): 281-302, http://dx.doi.org/10.1023/A:1020809916037 (accessed 27 November 2014).
MLA Format
Gustafson, Brenda, Sandra Guilbert, and Dougal MacDonald. "Beginning Elementary Science Teachers: Developing Professional Knowledge During a Limited Mentoring Experience." Res. Sci. Educ. 32.3 (2002): 281-302. 27 Nov. 2014 <http://dx.doi.org/10.1023/A:1020809916037>.
BibTeX Export Format
@article{ Author = "Brenda Gustafson and Sandra Guilbert and Dougal MacDonald", Title = {Beginning Elementary Science Teachers: Developing Professional Knowledge During a Limited Mentoring Experience}, Journal = {Res. Sci. Educ.}, Volume = {32}, Number = {3}, Pages = {281-302}, Year = {2002} }
Refer Export Format

%A Brenda Gustafson
%A Sandra Guilbert
%A Dougal MacDonald
%T Beginning Elementary Science Teachers: Developing Professional Knowledge During a Limited Mentoring Experience
%J Res. Sci. Educ.
%V 32
%N 3
%D 2002
%P 281-302
%U http://dx.doi.org/10.1023/A:1020809916037
%O non-digital

EndNote Export Format

%0 Journal Article
%A Gustafson, Brenda
%A Guilbert, Sandra
%A MacDonald, Dougal
%D 2002
%T Beginning Elementary Science Teachers: Developing Professional Knowledge During a Limited Mentoring Experience
%J Res. Sci. Educ.
%V 32
%N 3
%P 281-302
%@ 0157-244X
%U http://dx.doi.org/10.1023/A:1020809916037


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