A literature-based instrument gathered 147 final-year preservice teachers’ perceptions of their mentors’ practices related to primary mathematics teaching. The five factors that characterise effective mentoring practices in primary mathematics teaching had acceptable Cronbach alphas, that is, Personal Attributes (mean scale score=3.97, SD [standard deviation]=0.81), System Requirements (mean scale score=2.98, SD=0.96), Pedagogical Knowledge (mean scale score=3.61, SD=0.89), Modelling (mean scale score=4.03, SD=0.73), and Feedback (mean scale score=3.80, SD=0.86) were .91, .74, .94, .89, and .86, respectively. This survey instrument may have applications for mentoring in secondary mathematics and can be re-designed to investigate mentoring practices in other key learning areas.
Conference paper
Preservice teachers’ perceptions of their mentoring in primary mathematics teaching
pp.163-172
Australian Association of Mathematics Teachers Inc.
Mathematics: Essential for Learning, Essential for Life: Proceedings of the 21st biennial conference of the Australian Association of Mathematics Teachers Inc. (Hobart, Tas., July)
2007
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Abstract
Details
- Title
- Preservice teachers’ perceptions of their mentoring in primary mathematics teaching
- Creators
- Peter Hudson - Queensland University of TechnologySuzanne Hudson - Queensland University of Technology
- Publication Details
- pp.163-172
- Conference
- Mathematics: Essential for Learning, Essential for Life: Proceedings of the 21st biennial conference of the Australian Association of Mathematics Teachers Inc. (Hobart, Tas., July)
- Publisher
- Australian Association of Mathematics Teachers Inc.; Adelaide, SA
- Number of pages
- 163-172
- Identifiers
- 1986; 991012821669202368
- Academic Unit
- School of Education; Faculty of Education
- Resource Type
- Conference paper