The comparative study of the Mentor Teacher Program and Educational Practicum Program of the elementary schools in Taipei

• Main Author: 黃詩婷
• Other Authors: 張德銳
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/33203011684662529881

碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所碩士班 === 97 === The study aims to realize the history and current status of the Mentor Teacher Program and Educational Practicum Program in Taipei elementary schools. In addition, to compare the organizations, functions, selection, training, matching, interaction, effects and difficulties between two programs. The study adopts literature analysis, G. Z. F. Bereday's comparative method and semi-structure interview. The subjects are 2 school administrators, 4 mentor teachers and 4 protégés selected who ever involved in Mentor Teacher Program and Educational Practicum Program by purposive sampling method. The major findings are illustrated as below: 1. The official local authority of the Mentor Teacher Program and Educational Practicum Program in Taipei elementary schools is Taipei city’s Department of Education. The elementary schools have the ownership in executing. Furthermore, there are organizations of program evaluation and training which conducts Mentor Teacher Program. Teacher education university implements Educational Practicum Program. 2. The selection of mentor teachers in the Mentor Teacher Program and Educational Practicum Program are restricted to teaching year, teaching experience, volunteer, educational ideal and enthusiasm. And school principals have the final right to permit and employ mentor teachers. However, qualifications of mentor teachers are required strictly. 3. There is integrated training curriculum in the Mentor Teacher Program, while Educational Practicum Program isn’t. 4. In Mentor Teacher Program and Educational Practicum Program, the Mentor teachers are paired with the protégés’ teaching subject, grade and character. When they make pairs, Mentor Teacher Program emphasizes on the same grades and disciplines while Educational Practicum Program emphasizes on similar characters . 5. Mentor teachers in the Mentor Teacher Program and Educational Practicum Program are instructional guide, resources provider, problem solver, and supporter. Mentor teachers of the Mentor Teacher Program also play the role as co-participant. 6. The content of counseling for Mentor Teacher Program and Educational Practicum Program are professional knowledge, skills and classroom management. The content of counseling for Mentor Teacher Program is specific, while Educational Practicum Program is general. Besides, the particular part is education administration practicum . 7. The learning activities of the Mentor Teacher Program and Educational Practicum Program are both held by school administrators, and informal activities are individually held in flextime. There are multiple activities in Mentor Teacher Program, while Educational Practicum Program are not. 8. There are both four stages in the Mentor Teacher Program and Educational Practicum Program: relationship building stage, need and feedback stage, and separation and redefinition stage. The counseling relationship of Mentor Teacher Program almost lasts after four stages. While the counseling relationship of Educational Practicum Program ends because of protégés’ leaving. 9. Teachers’ positive attitude is the crucial reason of successful interaction of the Mentor Teacher Program and Educational Practicum Program. 10. Mentor Teacher Program and Educational Practicum Program can increase protégés’ instructional ability and classroom management strategies. 11. The difficulties in Educational Practicum Program are within the interaction process of the matching pairs, while the difficulties of Mentor Teacher Program are outside the interaction process. Based on the major findings, the study provides suggestions for the practice and further research.