PERC 2020 Abstract Detail Page
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| Abstract Title: | Training teachers as physics research mentors: four personal development stories |
|---|---|
| Abstract: | The Research Physics program, launched in 2016, offers Israeli high school physics majors extra credit for performing a research project guided by teacher-mentors. The 240 hour Research Physics Mentors' training program is designed as a fast-track framework taking novice teacher-mentors through a professional development process within a community of experts and peers. The practical component involves mentoring a student-pair for 18 months, from topic selection until the final exam. The program is based on a "structuring and problematizing" scaffolding process (Reiser, 2004), enabling the development and application of knowledge, skills, beliefs and attitudes. During 2017-2019 a qualitative study, sketched profiles of four trainee teachers' professional development, describing how they maintained a viable mentoring process with their unique student team and research topic. The analysis of multiple evidence resources tracked issues of mentoring responsibility and scientific and mentoring knowledge, relating them to assignments and interactions with program leaders, students and peers. |
| Abstract Type: | Symposium Talk |
| Parallel Session: | Establishing scientific norms in the lab: a spotlight on the instructor |
Author/Organizer Information | |
| Primary Contact: |
Dorothy Langley Holon Institute of Technology |
| Co-Author(s) and Co-Presenter(s) |
Edit Yerushalmi |
