Saima Salehjee – författare

This practical guide helps mentors of new science teachers in both developing their own mentoring skills and providing the essential guidance their trainees need as they navigate the rollercoaster of the first years in the classroom. Offering tried-and-tested strategies based on the best research, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets and examples of dialogue with trainees.Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding science teachers. Key topics explained include:• Roles and responsibilities of mentors• Developing a mentor—mentee relationship• Guiding beginning science teachers through the lesson planning, teaching and self-evaluation processes• Observations and pre- and post-lesson discussions and regular mentoring meetings• Supporting beginning teachers to enhance scientific knowledge and effective pedagogical practices• Building confidence among beginning teachers to cope with pupils’ contingent questions and assess scientific knowledge and skills• Supporting beginning teachers’ planning and teaching to enhance scientific literacy and inquiry among pupils• Developing autonomous science teachers with an attitude to promote the learning of science for all the learnersFilled with tried-and-tested strategies based on the latest research, Mentoring Science Teachers in the Secondary School is a vital guide for mentors of science teachers, both trainee and newly qualified, with ready-to-use strategies that support and inspire both mentors and beginning teachers alike.

This practical guide helps mentors of new science teachers in both developing their own mentoring skills and providing the essential guidance their trainees need as they navigate the rollercoaster of the first years in the classroom. Offering tried-and-tested strategies based on the best research, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets and examples of dialogue with trainees.Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding science teachers. Key topics explained include:• Roles and responsibilities of mentors• Developing a mentor—mentee relationship• Guiding beginning science teachers through the lesson planning, teaching and self-evaluation processes• Observations and pre- and post-lesson discussions and regular mentoring meetings• Supporting beginning teachers to enhance scientific knowledge and effective pedagogical practices• Building confidence among beginning teachers to cope with pupils’ contingent questions and assess scientific knowledge and skills• Supporting beginning teachers’ planning and teaching to enhance scientific literacy and inquiry among pupils• Developing autonomous science teachers with an attitude to promote the learning of science for all the learnersFilled with tried-and-tested strategies based on the latest research, Mentoring Science Teachers in the Secondary School is a vital guide for mentors of science teachers, both trainee and newly qualified, with ready-to-use strategies that support and inspire both mentors and beginning teachers alike.

This book offers a positive and compelling exploration of how young south Asian women can be encouraged to study science further and to consider STEM as a career. Drawing together both intersectional and personal perspectives, the book celebrates south Asian culture, sharing the stories of these individuals, their multifaceted identities, aspirations and successes.At the micro-level, an intersectional analysis reveals complicated identity negotiations of being young, female, a science-orientated student, imigré, Muslim, a daughter and a sister, as well as how these identities might interact, nest, and shift. The chapters build on the authors' previous work in science education, developing models of science identity (Sci-ID) and women’s engagement with the study of science and their aspirations for a science-based career.