African Journal of Research in Mathematics Science and Technology Education · 2005 · 13 citations · 5 references
EducationEducational AssessmentTeachingMathematics InstructionPedagogyScience AssessmentClassroom Assessment PracticesScience Teacher MentoringTeacher EvaluationTeacher Professional DevelopmentTeacher Professional StandardsTeacher-student RelationshipsAssessment Of Professional SkillsAssessmentsMentor RolesMentoring For New TeachersMentoring TeachersProfessional Development Through MentoringProfessional Skills
This study investigates reasons for different mentor and lecturer assessments of mathematics and science student teachers on teaching practice. The student teachers' raw marks from mentors, lecturers and the external examiner were triangulated with interviews in order to explore the variations of the assessments. A one-way ANOVA established a significant difference (p<.01) between mentors' and lecturers' assessments but no significant difference between lecturers' and the external examiners’. Differences were caused by mentors and lecturers emphasising different teaching methods and professional skills, having different relationships with the student teachers, and having different standards of professional practice. These results can inform debate on strategies for assisting student teachers to marry theory with practice whilst on teaching practice and develop a synergy of professional skills.
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