Journal of Science Teacher Education

, Volume 18, Issue 6, pp 817–840 | Cite as

Mentor Advice Giving in an Alternative Certification Program for Secondary Science Teaching: Opportunities and Roadblocks in Developing a Knowledge Base for Teaching



Mentoring is often an important component of alternative certification programs, yet little is known about what novices learn about science teaching through mentoring relationships. This study investigated the advice given by two mentor science teachers to their protégés. Findings indicate that mentors gave more advice related to general pedagogical knowledge than science-specific pedagogical content knowledge. Specifically, there was little to no advice related to the topics of inquiry, the nature of science, or the development of scientific literacy. Implications call for an increase in communication between university teacher education programs and school-based mentors, the development of benchmarks to help guide mentor–protégé interactions, and the importance of a multiyear induction process.


Science Teaching Science Teacher Pedagogical Content Knowledge Student Understanding Novice Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media, Inc. 2007

Authors and Affiliations

  1. 1.College of EducationAppalachian State UniversityBooneUSA
  2. 2.College of EducationUniversity of GeorgiaAthensUSA

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