Search results for: Bang EunJin
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Exploring the Written Dialogues of Two First-Year Secondary Science Teachers in an Online Mentoring Program
The purpose of this study was to investigate the changes and learning processes beginning science teachers made in their online mentoring experiences, specifically when written dialogues were used as the primary modes of communication between mentors and mentees. The results reveal that the two pairs of mentee–mentors showed different participation patterns that affected the intensity of the creation of new realities, and affected whether the mentees tried/vetted new teaching practices suggested by their mentors. However, the two beginning science teachers shared teaching practices they had learned during their teacher education programs, and discussed how these practices were different from those currently in use by more experienced teachers at their schools.
Updated: Dec. 15, 2015