| Summary: | 碩士 === 臺北市立師範學院 === 國民教育研究所 === 93 === The purpose of this study was to understand the current situation, problems and coping strategies of mentor teacher program implemented in a junior high school in Taipei. The study adopted qualitative method to look into this school. The study was proceeded by observation, interview and documents analysis. The researcher observed the activities of the teaching growth workshop for eleven month, recorded the activities and kept reflection notes. Besides, 12 participants in Sunshine junior high school, including 3 school administrators, 3 mentor teachers and 6 proteges, were given semi-structured interview.
Based on the findings of this study, the implement problems and coping strategies of mentor teacher program for Sunshine junior high school were:
(1)Working more on clarification and explanation to reconcile teacher’s misunderstanding toward the program.
The proteges and other teachers who didn’t participate in this program did not understand this program. The mentor teacher shared her experience, and explained the purpose of this program again in order to reconcile the teacher’s misunderstanding.
(2)Working more on training mentor teachers and understanding their personality and teaching style.
A mentor teacher had to help many proteges, which was a burden for mentor teachers. The school administrators should train more mentor teachers, and take the partners’ personality and teaching style into considerations.
(3)The both sides could meet under natural situation to promote their partnership.
Their contact was limited by different office. If they could work in the same office, the mentor teacher would help the protege rapidly. Besides, more activities could help them contact with each other under daily and natural situation.
(4)To increase the chances of teaching observation, arrange both sides’ classes at the same time.
Because the arrangement of classes was unsuitable, it was difficult for them to find common free class, a situation which was hard to do teaching observation. They hoped the administrators could take the arrangement of classes into account in the future.
(5)Reduce proteges’ classes in order to ease their workload.
The proteges not only had to prepare for their teaching, they even had to participate growth activities and teaching observation. Their workload was very heavy. They hoped authorities of educational administration could reduce their classes to ease their workload.
(6)To encourage and to insist softly can reduce the proteges’ resistance.
The proteges’resistance was the difficulty of the program. The administrators and the mentor teachers usually communicated and encouraged the proteges; they hoped the proteges could understand the good faith of the program.
(7)Encouraged and helpd the mentor teachers to record the data.
It was a burden for the mentor teachers to record the counseling data. After the meeting, the administrators decided to encourage and help the mentor teachers.
(8)Holding more specialized advanced programs to meet teachers'' needs.
The school held insufficient advanced programs for the teaching growth workshop, so that the content of the advanced programs may not meet the teachers’ need. The school administrators indicated that they would hold more specialized advanced programs to meet teachers'' needs in the future.
Finally, based on the literature and research finding, recommendations for authorities of educational administration, teacher training organization, school administrators, mentor teachers, proteges and further study were propose to improve the implementation of the program.
Key Word: mentor teacher, protege, peer coach, teaching observation and feedback.
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