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Journal of Science Teacher Education Volume 30, 2019 - Issue 4
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Articles

The Impacts of a Research-Based Model for Mentoring Elementary Preservice Teachers in Science

Matthew MillerDepartment of Elementary Education, Western Washington University, Bellingham, Washington, USACorrespondence[email protected]
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Daniel HanleySMATE Center (Science, Math, and Technology Education), Western Washington University, Bellingham, Washington, USAView further author information
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Joseph BrobstThe Center for Educational Partnerships, Old Dominion University, Norfolk, Virginia, USAORCID Iconhttp://orcid.org/0000-0003-0605-757XView further author information
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Pages 357-378 | Published online: 23 Apr 2019

Citations (4)

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Read on this site (2)

Christa Haverly & Elizabeth A. Davis. (2023) Unpacking readiness for elementary science teaching: what preservice teachers bring and how that can be shaped through teacher education. Studies in Science Education 0:0, pages 1-45.
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Getachew Tarekegn, Deresse Terfa, Mesfin Tadesse, Mulugeta Atnafu & Mekbib Alemu. (2020) Ethiopian Preservice Primary Science Teachers’ Perceptions of Mentoring in Science Teaching. Journal of Science Teacher Education 31:8, pages 894-913.
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Articles from other publishers (2)

Anne Henry Cash, Hilary Dack & William Leach. (2022) Examining coaches’ feedback to preservice teacher candidates on a core practice. International Journal of Mentoring and Coaching in Education 11:3, pages 308-327.
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Sarah Margaret James, Suzanne(Sue) M. Hudson & Alexandra Lasczik. (2021) Primary preservice teachers' perspectives of their literacy mentoring experiences during professional placement. International Journal of Mentoring and Coaching in Education 11:2, pages 195-212.
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