Abstract
This study investigated the strategies used by, the barriers encountered by, and the professional growth of science mentor teachers along their mentoring process through in-depth structured interviews. Twelve teachers, six in physical science and six in life science, were selected for interview. It was found that strategies used by mentor teachers fell into: (1) domain of scientific concepts and the practices of teaching strategies, and (2) domain of the creation of congeal environment. Mentor teachers claimed the sources of obstacles in guidance included: (1) the change of personal belief and professional development, and (2) the management of the current policies and environment. The professional growth in mentoring processes were (1) the acquisition of novice knowledge and the ideas in teaching strategies, (2) the growth of experience and skills in supervision, and (3) the reflection on the current situation and possible development in the future. Based on these results, the recommendations were proposed for (1) science mentor teachers, (2) science teacher education and supervision policies, and (3) the trend of future studies.
| Keywords: | mentors; professional development of science teacher; supervision; supervising strategies; obstacles |
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