2019 Volume 43 Issue 3 Pages 266-279
This study examines effective instructions for developing a novice science teacher’s ability to plan appropriate lessons in lower secondary school. The connections between support, guidance and advice offered by the teacher’s mentor were considered, as were methods to improve teachers’ ability to plan lessons from the viewpoint of “teacher knowledge”.
As a result, it was found that the novice science teacher did not adequately possess the three sets of mixed teacher knowledge needed in lessons as well as the three sets of single teacher knowledge. Therefore, he was unable to structure them and adequately formulate “teacher knowledge concerning subject matter, pedagogy and students”.
These findings suggest two strategies for developing the ability to plan lessons for novice science teachers. First, mentors need to structure teacher knowledge in a way that allows novice science teachers to consider “teacher knowledge concerning subject matter and pedagogy”,“teacher knowledge concerning subject matter and students” and “teacher knowledge concerning pedagogy and students”, and to blend these into appropriate lessons to formulate “teacher knowledge concerning subject matter, pedagogy and students”. Second, mentors need to reduce guidance and advice gradually, slowly shifting from guidance to advice while encouraging teachers’ independence when planning lessons.
