| Summary: | 碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 95 === The Ministry of Education amended the Teacher Education Act in 2002, incorporating educational internship with pre-service training and reducing one-year educational internship interval into half-year. This difference may lead the prolonging of beginning teachers’ grope or increasing of frustration. Meanwhile, most beginning teachers may not experience sufficient profecisonnal or assistance of development. Accordingly, the first three years serving in the school should not only be the most critical period for future development, but also the key for being a mentor teacher, investagting the needs of guidance and accessing induction program content of the beginning teacher therefore become an important issue. To this end, the present study distributed questionnaires for the beginning teachers who serve within three years from 293 high schools, representing 450 questionnaires in total with 93.3% recover rate of vallid questionnaires. Furthermore, authority interviews with 4 experts were also used to explore the induction program content. Conclusions derived from the present study are as following:
1.The beginning teachers do have needs of guidance, particulary more solicitours for pre-service workshop and profeccenal development.
2.Teachers with administrative position relatively need more assistance of guidance.
3.The beginning teachers who serve in private schools require more needs of induction guidance and profeccional deveolpment than those who serve in public schools.
4.The beginning teachers who serve in bigger class require more needs of induction guidance than those who serve in smaller ones.
5.It is apporpriate that the induction program shohld be instituted from checking in the school and lasted for two years.
6.To establish the regulations regards to induction program and to draw up the financial allowance.
7.To conduct the criterion of selection and training for induction.
8.The induction evaluation of the beginning teachers is needed.
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