The Study of Co-teaching between Mentoring Teacher and Training Teacher in Mathematics ClassesThe Study of Co-teaching between Mentoring Teacher and Training Teacher in Mathematics Classes

• Main Authors: Hsu Mei-Li, 許美麗
• Other Authors: Chung Jing
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/u6edpa

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 95 === In the past, the researcher had consulted training teachers as apprentices, and found they were incapable to teach independently because they were lack of teaching experiences and the ambiguous status and position in the classroom. In order to enhance the consulting skill, the researcher has been trying to find a better and suitable consulting solution to elevating training teacher’s teaching competence and improving researcher’s own professional skills, and also to balance students’ learning rights. Through literature review, the researcher has found that co-teaching does not just increase the teaching efficiency, but also effectively boost training teacher’s self-confidence in teaching. Therefore, the researcher and the training teacher, after discussion, agreed to proceed the co-teaching method to teach mathematics as a teaching training. The research is conducted by Cooperative Acting Study through cogenerative dialogues, discussion of curricular planning, delivery of classes and reflection of teaching. The study also went on three action phrases: firstly, it is to build up the relationship between mentoring teacher and training teacher, and establish training teacher’s ability of classroom management. Secondly, it is to get familiar with teaching content and context, and understand student’s cognition and learning. And the last is to sharpen both teacher’s teaching skills and teaching efficiency. The purpose is to investigate the issues brought out from cogenerative dialogues, and effect and restriction of co-teaching which carried on mathematics classes. The study period was from October 2006 to April 2007. The teaching method was adopted from co-teaching’s interactive teaching way: in every class, two teachers took turns to be the main instructor and the assistant. The study has found that co-teaching helped training teacher establish her status in the class and boost her confidence in teaching. Co-generative dialogue upgraded professional competences of both teachers and also released their stress of teaching preparation. Moreover, the students get more benefit from having two teachers. However, the lack of teaching hours also made two teachers bear the pressure of catching up classes. The discussions before and after teaching were very time consuming. And the individual instruction in class might distract some students. But, as a whole, Co-teaching is a worthy method for both training teachers and mentoring teachers who want to increase their professional competences.