Professional Growth of Novice and Experienced STEM Teachers

Abstract The first years of teaching are crucial for novice teachers’ integration into and retainment in the education system. support they receive from experienced teachers impacts their professional development. Science, technology, engineering, mathematics (STEM) require specialized domain-specific mentors. In this study, we examined how a three-level mentoring system contributes to STEM growth (PG) levels individual mentoring, group networks. Based on framework development, there three PG dimensions: personal, professional, social. Our research goal was analyze by various level dimension combinations. conducted using mixed methods approach, included 123 78 teachers. We perceptions efficacy, factors, correlations between dimensions, contribution each dimensions. found that perceive efficacy as lower than perceived identified gaps factors described strong correlation All facilitate substantive social growth. Individual most all followed is its elucidation intertwined levels, which provide scaffolds