Explore The School-Based Professional Growth of Elementary School Mentors in The Field of Mentoring Mathematics Teaching and Classroom Management

• Main Authors: Chang Sheng-Kai, 張勝凱
• Other Authors: 鍾靜
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/yzx8h4

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) === 96 === Today’s teacher education emphasizes school-based working. The objective of this study is to discuss the professional growth of mentors in the field of mentoring mathematics teaching and class management after mentor participating school-based professional growth activities. This study defines the process and contents of school-based professional growth activities, and also describes the advantage and the limits of such activities for mentors. Finally, it concludes the professional growth of mentors using the mentors’ professional competencies norms from the literature research in chapter 2. The study is a case study which subject is Jen-Jen elementary school, and proceeded with non-perceptible observation. The school-based professional growth activities in Jen-Jen elementary school mentors contain both direct and indirect mentoring. The direct activities are focal symposiums, the interaction between mentors and instructors, teaching demonstration meetings, and mentor conferences; the indirect activities are studying activities, action research, and the interaction among colleagues. The indirect activities have limited advantage for mentors. In the mentoring direct activities, focal symposium had participants and topics which are related to mentoring mentees mathematics teaching and class management, therefore, the professional growth of mentors is the most obvious. The professional growth of mentors from the interaction between mentors and instructors is due to mentors’ attitudes and qualities. When mentors are mentoring mentees mathematics teaching and class management, mentees give the feedback to mentors. Such process let mentors to gain more professional growth. Teachers only discussed about mentees’ mathematics teaching performance during teaching demonstration meetings, and then the professional growth of mentors is only about mathematics eaching. Mentor conferences are the most formal mentoring activities in elementary schools. However, there is no deep discussion but staff’s explanation about mentoring issue. Therefore, it is no advantage for mentors.