期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2010
卷号：06
期号：04
页码：245-252
出版社：Pamukkale Univ Dept Sci Education
摘要：Abstract
Throughout the world standards have been developed for teaching in particular key
learning areas. These standards also present benchmarks that can assist to measure and
compare results from one year to the next. There appears to be no benchmarks for
mentoring. An instrument devised to measure mentees’ perceptions of their mentoring in
primary science was administered to 304 preservice teachers in Turkey. Results indicated
that the majority of mentees perceived they received mentoring practices, however, 20%
or more claimed they had not received 24 of the 34 practices outlined on the researchbased
survey. Establishing benchmarks for mentoring practices may assist educators to
identify needs and developing programs that address these needs. This survey instrument
can aid the identification of mentoring practices through the recipient’s perspective for
advancing mentoring, which may ultimately have an effect on improving teaching
practices.
