Science And Mathematics Mentees And Mentors: Who Benefits The Most?

Keywords

mentee; mentor; professional learning; secondary teacher; STEM

Abstract

The purpose of our study was to determine the extent to which differences in a mentor model for science and mathematics teachers accounted for variances in mentoring effectiveness and persistence rates of teachers. School district designee, mentor, and teacher perceptions of mentoring support were collected through the use of interviews and surveys and analyzed using the grounded theory approach and open coding. Findings revealed that teachers and mentors recommended that future mentor models provide strong support and more face-to-face meetings. The most common change mentors made was that they incorporated new strategies into their teaching. Findings offer insight for structuring mentor models to increase effectiveness and persistence of teachers and build the capacity of mentors.

Publication Date

5-26-2016

Publication Title

Mentoring and Tutoring: Partnership in Learning

Volume

24

Issue

3

Number of Pages

213-227

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/13611267.2016.1222813

Socpus ID

84983354464 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84983354464

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