A Study of Implementation of Science Mentees' Personal Practical Theories Author: Shu-Fen Lin(Department of Life Science, NationalTaiwan Normal University, Taipei), Huey-Por Chang(Department of Physics, NationalChanghua University of Education,Changhua, Taiwan), Hsiao-Lin Tuan(Graduate Institute of Science Education National Changhua University of Education, Changhua, Taiwan)

Vol.&No.：Vol. 53, No.2
Date：December 2008
Pages：1-30
DOI：10.6300/JNTNU.2008.53(2).01

Abstract：

The purpose of this study was to investigate the factors of formation of mentees’ personal practical / practice theories (PPTs), the functions, effects, and conditions of teaching change by a mentoring model of articulating and implementing mentees’ PPTs as a means of deliberated teacher reflection. We adopted experimental research to assist mentees to articulate and implement mentees’ PPTs through implementing model of PPTs change. We also collect multiple data to examine their teaching change. The results showed that the mentees’ PPTs were based on their past successful science learning and identified teaching model, but their PPTs might be inappropriate for their students’ learning. However, implementing a mentee’s PPTs can expose the relation between one’s teaching difficulties and PPTs, and reflect the relations between one’s past learning model, as well as recent teaching and students’ learning. Furthermore, implementing a mentee’s PPTs had more effects of teaching change than following teaching model of one’s mentor. Besides, the conditions for the implementation and reconstruction of mentee’s PPTs included empowerment, discussion and argumentation of PPTs, collection of students voice and learning outcome, successful experience of new teaching practice, as well as improvement of teaching skills.

Keywords：personal practical / practice theory, professional dialogue, mentoring

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