The case study of Mentoring Relationship from a Preschool Intern Teacher’s Perspectives

• Main Authors: JIN-TING CEHN, 陳金婷
• Other Authors: JIA-MI CHEN
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/wm4ug6

碩士 === 國立臺東大學 === 幼兒教育學系碩士班 === 96 === Abstract Intern teacher and mentor have constant interaction during the practicum. If the connection between intern and mentoring teachers is well interactive, the mentor will be willing to consult passionately and the intern teacher will be keen on taking these constructive feedbacks as well, we would say that the intern enjoyed the training experience during this period. This research uses the qualitative research technique to analyze the acknowledgement of the intern teacher and receive her perspectives in order to realize her relationship with the mentor during the practicum. And the main result of This research is as follows: 1. There is a huge gap of recognition between intern teacher and mentor. The intern teacher might feel that she had a pile of things to do and did not enjoy the training work. 2. .The intern teacher did not get good training experiences while coordinating with the mentor in the nursery school. She felt frustrated and depressed in the past year and also changed the attitude of being a nursery school teacher. According to the result of this research , suggestions about present mentoring system are propounded. 1. Improve the quality of mentoring institution to make the mentoring system work more efficiently. 2. Implement a supplying system as communication tool, for the intern teachers while they needed.