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The idea underlying the one-to-one mentoring practice is that novice teachers can learn from experienced teachers regarding routine of teaching, basic skills of lesson design, implementation, evaluation, and understanding of textbooks. At the beginning of each academic year, schools form pairs of mentor-mentees and have a celebration for them. Both mentors and mentees sign formal pacts, which describe the responsibilities of both (Huang et al. 2010). The practice not only familiarizes novice teachers with teaching routines and develops their basic teaching knowledge and skills, but it also exposes experienced teachers to innovative teaching ideas and new instructional technologies (Huang and Li 2008; Wang and Paine 2006).

Kaur, B. (2011). Enhancing the pedagogy of mathematics teachers (EPMT) project: A hybrid model of professional development. ZDM—The International Journal on Mathematics Education, 43(7), 791–803. Kaur, B. (2015). What matters? From a small scale to a school-wide intervention. ZDM— Mathematics Education, 47(1), 105–116. Kumar, R. , & Naik, S. (2015). Professional development workshops for in-service mathematics teachers in India. In B. Sriraman, J. Cai, K. H. Lee, L. Fan, Y. Shimizu, C. S. Lim, & K.

1 shows the plan formulated by MoNEC in 2012. 2 Pre-service Education of Mathematics Teachers In Indonesia, before the 1990s, there were several institutions involved in pre-service education of teachers, namely School for Teacher of Type B (SGB), Upper School for Teachers (SGA), School for Teacher Education (SPG), Education Institution of Religion Teachers (PGA), Teacher School for Sports (STO), Graduate School of Education for Teacher Training and Educational Sciences (STKIP), and Institute for Teacher Training and Educational Sciences (IKIP).

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Atomic Physics Revision

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