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The purpose of this study was to examine the change of the beginning science teachers' perception change through the mentoring program. Participants in this study were four mento-teachers, one university professor, two teachers in doctor, two teacher in doctor's or master's course, and four mentee-teachers who had less than three years teaching expe- rience. We performed five times one to one mentoring for a year. We collected data such as video recordings of mentee- teacher's classes, lesson plans, recording of one to one mentoring and transcription, mento and mentee journals, preliminary- interim-post interview and transcription, and RTOP class observation report. Based on the result of this study, five times men- toring over a year changed mentee-teacher's perception and their teaching practice. |
