Walkington, Helen;
Rushton, Elizabeth AC;
(2019)
Ten Salient Practices for Mentoring Student Research in Schools: New Opportunities for Teacher Professional Development.
Higher Education Studies
, 9
(4)
, Article 133. 10.5539/hes.v9n4p133.
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Abstract
This paper proposes ten salient practices of research mentoring activity in high school settings for teachers and technicians based upon survey and interview findings from 96 English and Scottish high school teachers from STEM disciplines, working in research collaborations with scientists. Mentoring high school research provides career development, with teachers identifying new aspects to their professional roles including ‘teacher researcher’, ‘teacher scientist’ and ‘teacher mentor’. This study suggests the potential for using the ten salient practices to initiate individual teacher reflection and wider professional development, and, a way of framing and disseminating effective practice across the school sector.
| Type: | Article |
|---|---|
| Title: | Ten Salient Practices for Mentoring Student Research in Schools: New Opportunities for Teacher Professional Development |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.5539/hes.v9n4p133 |
| Publisher version: | https://doi.org/10.5539/hes.v9n4p133 |
| Language: | English |
| Additional information: | Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/). |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10146977 |
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