| Summary: | 碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 100 === The purposes of this study were to explore the status and problems on the implementation of New Teacher Professional Growth and Mentoring Plan in Taoyuan County. To understand the implementation of this plan, this study adopted a junior high school as research field. Data were collected through semi-structured interviews, school documents, and journal. Participants included two school administrators, three mentor teachers, and three new teachers. The main results of this study were as follow:
1.The practice of New Teacher Professional Growth and Mentoring Plan in this school could be divided into three stages: the planning stage, the implementation stage, and the evaluation stage.
2.School made plan, formed mentoring group, and developed new teacher professional growth indicators mainly referred to the version of the educational administration institution.
3.The standards of choosing mentor teachers were the ability of class management, years of experience in teaching, and the experience of teacher evaluation committee.
4.School considers teaching subjects and job characteristics, not personality when matching mentor teachers and new teachers.
5.The mentoring strategies to help new teachers included three ways: educational administrative institution, school organization, and mentor teachers.
6.School continuously traced and guided new teachers who didn’t pass the measurement of professional growth indicators.
7.The problems of the implementation of this plan included four facets: personal problems, structure problems, technique problems, and culture problems.
8.New teachers’ professional growth in both “curriculum design and teaching” and “class management and guidance” was the most obvious, and in both “research development and further education” and “professional ethical and attitudes” also had a little improvement.
Finally, some recommendations were offered for school, new teachers, and educational administrative institution.
Key words: new teacher, professional growth, teacher mentoring, case study
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