Saima Salehjee is a Lecturer in Chemistry Education at the University of Strathclyde, Glasgow. She is responsible for teaching and research work with particular emphasis on STEM education.

• Introduction: A Practical Guide to Mentoring in Science Education SECTION 1 Foundations of Mentoring 1 Models of mentoring 2 About you as a mentor 3 Beginning science teachers’ expectations of their mentors 4 Accountabilities of a reflective mentor 5 Developing a mentor-mentee relationship SECTION 2 Basic Mentoring Practice 6 Supporting beginning teachers with lesson planning 7 Supporting beginning science teachers to teach and evaluate their lessons 8 Pre-lesson discussion, lesson observation and post-lesson discussions in mentoring beginning science teachers 9 Holding weekly mentoring meetings SECTION 3 Extending Basic Mentoring Practices 10 Supporting beginning teachers to develop pedagogical content knowledge 11 Supporting beginning teachers to cope with contingencies 12 Supporting beginning teachers to develop their ability to assess pupils 13 Supporting beginning teachers to link learning, memory and inquiry 14 Supporting a beginning teacher to apply features of the nature of science in their lessons 15 Supporting beginning teachers in embedding scientific literacy 16 Mentoring beginning teachers in implementing Process-Oriented Guided Inquiry Learning (POGIL): An example of an inquiry-based pedagogical approach of teaching science SECTION 4 Moving Beyond 17 Supporting a beginning teacher to become autonomous 18 Supporting a beginning teacher to implement extension and enrichment Chapter 19 Supporting beginning teachers to work with pupils with special educational needs and disability (SEND) Chapter 20 To conclude

Saima Salehjee is a Lecturer in Chemistry Education at the University of Strathclyde, Glasgow. She is responsible for teaching and research work with particular emphasis on STEM education.

• Introduction: A Practical Guide to Mentoring in Science Education SECTION 1 Foundations of Mentoring 1 Models of mentoring 2 About you as a mentor 3 Beginning science teachers’ expectations of their mentors 4 Accountabilities of a reflective mentor 5 Developing a mentor-mentee relationship SECTION 2 Basic Mentoring Practice 6 Supporting beginning teachers with lesson planning 7 Supporting beginning science teachers to teach and evaluate their lessons 8 Pre-lesson discussion, lesson observation and post-lesson discussions in mentoring beginning science teachers 9 Holding weekly mentoring meetings SECTION 3 Extending Basic Mentoring Practices 10 Supporting beginning teachers to develop pedagogical content knowledge 11 Supporting beginning teachers to cope with contingencies 12 Supporting beginning teachers to develop their ability to assess pupils 13 Supporting beginning teachers to link learning, memory and inquiry 14 Supporting a beginning teacher to apply features of the nature of science in their lessons 15 Supporting beginning teachers in embedding scientific literacy 16 Mentoring beginning teachers in implementing Process-Oriented Guided Inquiry Learning (POGIL): An example of an inquiry-based pedagogical approach of teaching science SECTION 4 Moving Beyond 17 Supporting a beginning teacher to become autonomous 18 Supporting a beginning teacher to implement extension and enrichment Chapter 19 Supporting beginning teachers to work with pupils with special educational needs and disability (SEND) Chapter 20 To conclude

Saima Salehjee is a Lecturer in Chemistry Education at the University of Strathclyde, Glasgow. She is responsible for teaching and research work with particular emphasis on STEM education.

• Introduction: A Practical Guide to Mentoring in Science Education SECTION 1 Foundations of Mentoring 1 Models of mentoring 2 About you as a mentor 3 Beginning science teachers’ expectations of their mentors 4 Accountabilities of a reflective mentor 5 Developing a mentor-mentee relationship SECTION 2 Basic Mentoring Practice 6 Supporting beginning teachers with lesson planning 7 Supporting beginning science teachers to teach and evaluate their lessons 8 Pre-lesson discussion, lesson observation and post-lesson discussions in mentoring beginning science teachers 9 Holding weekly mentoring meetings SECTION 3 Extending Basic Mentoring Practices 10 Supporting beginning teachers to develop pedagogical content knowledge 11 Supporting beginning teachers to cope with contingencies 12 Supporting beginning teachers to develop their ability to assess pupils 13 Supporting beginning teachers to link learning, memory and inquiry 14 Supporting a beginning teacher to apply features of the nature of science in their lessons 15 Supporting beginning teachers in embedding scientific literacy 16 Mentoring beginning teachers in implementing Process-Oriented Guided Inquiry Learning (POGIL): An example of an inquiry-based pedagogical approach of teaching science SECTION 4 Moving Beyond 17 Supporting a beginning teacher to become autonomous 18 Supporting a beginning teacher to implement extension and enrichment Chapter 19 Supporting beginning teachers to work with pupils with special educational needs and disability (SEND) Chapter 20 To conclude