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Hudson, Skamp, Brooks. Development of an Instrument: Mentoring for Effective Primary Science Teaching. 2005;89:657-674doi: 10.1002/sce.20025.
Hudson, Skamp, & Brooks. (2005). Development of an Instrument: Mentoring for Effective Primary Science Teaching. Science Education, 89657-674. https://doi.org/10.1002/sce.20025
Hudson, Peter, et al. "Development of an Instrument: Mentoring for Effective Primary Science Teaching." Science Education vol. 89 (2005): 657-674. doi: https://doi.org/10.1002/sce.20025
Hudson, Skamp, Brooks. Development of an Instrument: Mentoring for Effective Primary Science Teaching. 2005;89:657-674. doi: 10.1002/sce.20025. UIID-EM: 108.
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2005;89:657-674. doi: 10.1002/sce.20025.

Development of an Instrument: Mentoring for Effective Primary Science Teaching.

Science Education

Peter Hudson, Keith Skamp, Lyndon Brooks

UIID-EM: 108 Bookshelf ID: 2005-08485-008 DOI: 10.1002/sce.20025

Abstract

Perceptions of mentors' practices related to primary science teaching from nine Australian universities (N = 331 final-year preservice teachers) were gathered through a literature-based instrument. Five factors that characterize effective mentoring practices in primary science teaching were supported by confirmatory factory analysis. These factors, namely, personal attributes, system requirements, pedagogical knowledge, modeling, and feedback, had Cronbach alpha coefficients of internal consistency reliability of .93, .76, .94, .95, and .92, respectively. Final model fit indexes were χ² = 1335, df = 513, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070 (p < .001). Specific mentoring interventions for improving primary science teaching practices may be implemented by measuring preservice teachers' perceptions of their mentoring with a valid and reliable instrument. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (journal abstract)

Keywords: primary science teaching; mentoring practices

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