Researchers find mentor programs often harm, more than help first-year science teachers
Tuesday, April 22, 2014 - 05:30
in Mathematics & Economics
New teachers deal with a multitude of challenges during their first year in the classroom, which is why many school districts develop mentoring programs to ease that transition. But a new Iowa State University study found that instead of helping beginning science teachers, these programs tend to reinforce the status quo, making it difficult for teachers to promote a deep understanding of science.