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Article: Mentoring Early Career Mathematics Teachers from the Mentees’ Perspective—a Case Study from China

TitleMentoring Early Career Mathematics Teachers from the Mentees’ Perspective—a Case Study from China
Authors
KeywordsBeginning teachers
Mentee’s perspective
Mentoring
Professional development
Issue Date2020
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1571-0068
Citation
International Journal of Science and Mathematics Education, 2020, v. 18 n. 7, p. 1355-1374 How to Cite?
AbstractAlthough mentoring has been considered to be important for beginning teachers to situate themselves within the school community, only a few studies on the opportunities of mentoring and possible difficulties from the perceptions of the mentee have been carried out, especially in East Asia. In this paper, a study based on a multiple case approach that investigated how three early career mathematics teachers from Shanghai were mentored is presented. Qualitative text analysis is used to analyse interviews with the beginning teachers during their initial two years of teaching. Four types of one-to-one mentoring could be identified: unnecessary, demonstrative, supportive and collaborative, taking into consideration both the mentor’s and the mentee’s activities during the mentoring process as well as the mentee’s perception of the supportiveness of the mentoring activities. Different opportunities and difficulties in the various types of mentoring could be identified, offering insight for a possible advancement of research regarding this important phase of teachers’ professional development.
Persistent Identifierhttp://hdl.handle.net/10722/285511
ISSN
2019 Impact Factor: 1.578
2015 SCImago Journal Rankings: 0.851
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorLu, X-
dc.contributor.authorKaiser, G-
dc.contributor.authorLeung, FKS-
dc.date.accessioned2020-08-18T03:54:06Z-
dc.date.available2020-08-18T03:54:06Z-
dc.date.issued2020-
dc.identifier.citationInternational Journal of Science and Mathematics Education, 2020, v. 18 n. 7, p. 1355-1374-
dc.identifier.issn1571-0068-
dc.identifier.urihttp://hdl.handle.net/10722/285511-
dc.description.abstractAlthough mentoring has been considered to be important for beginning teachers to situate themselves within the school community, only a few studies on the opportunities of mentoring and possible difficulties from the perceptions of the mentee have been carried out, especially in East Asia. In this paper, a study based on a multiple case approach that investigated how three early career mathematics teachers from Shanghai were mentored is presented. Qualitative text analysis is used to analyse interviews with the beginning teachers during their initial two years of teaching. Four types of one-to-one mentoring could be identified: unnecessary, demonstrative, supportive and collaborative, taking into consideration both the mentor’s and the mentee’s activities during the mentoring process as well as the mentee’s perception of the supportiveness of the mentoring activities. Different opportunities and difficulties in the various types of mentoring could be identified, offering insight for a possible advancement of research regarding this important phase of teachers’ professional development.-
dc.languageeng-
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1571-0068-
dc.relation.ispartofInternational Journal of Science and Mathematics Education-
dc.rightsThis is a post-peer-review, pre-copyedit version of an article published in International Journal of Science and Mathematics Education. The final authenticated version is available online at: https://doi.org/10.1007/s10763-019-10027-y-
dc.subjectBeginning teachers-
dc.subjectMentee’s perspective-
dc.subjectMentoring-
dc.subjectProfessional development-
dc.titleMentoring Early Career Mathematics Teachers from the Mentees’ Perspective—a Case Study from China-
dc.typeArticle-
dc.identifier.emailLeung, FKS: frederickleung@hku.hk-
dc.identifier.authorityLeung, FKS=rp00924-
dc.description.naturepostprint-
dc.identifier.doi10.1007/s10763-019-10027-y-
dc.identifier.scopuseid_2-s2.0-85075243481-
dc.identifier.hkuros312672-
dc.identifier.volume18-
dc.identifier.issue7-
dc.identifier.spage1355-
dc.identifier.epage1374-
dc.identifier.isiWOS:000561098300008-
dc.publisher.placeNetherlands-

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