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.

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