Mentoring in-service teachers on implementing innovative teaching modules

This study focuses on mentoring as a vehicle for in-service science teachers' support in implementing innovative science teaching modules. Qualitative methods of analysis were used to examine mentors' roles during the mentoring conversations and how these roles were altered. Our findings indicate that mentors tend to determine the focus of the mentoring conversations and to address the arisen issues using directive practices. In the same time they tend to shift their mentoring style towards more non-directive skills as the mentoring relationship progresses and when mentees have substantial back-ground knowledge regarding the discussed topics. (c) 2021 Elsevier Ltd. All rights reserved.