Abstract
This study examined the use of science professors acting as mentors to enhance the science competency of early childhood educators. Findings indicate that mentor-mentee dyad interactions varied; however, mentors were able to assist with curriculum, science content, and resources. Although standards-based units were developed, there was little “real” science inquiry present. Findings did not support a higher-quality product that involved a mentoring relationship versus a nonmentoring relationship. The mentors’ lack of impact may have resulted from how the teacher candidate/science professor dyads “positioned” themselves relative to the others in developing a standards-based science unit.
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Katz, L., Sadler, K. & Craig, D.V. Science professors serve as mentors for early childhood preservice teachers in the design and implementation of standards-based science units. J Elem Sci Edu 17, 43–55 (2005). https://doi.org/10.1007/BF03174680
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DOI: https://doi.org/10.1007/BF03174680