| Summary: | 碩士 === 東海大學 === 教育研究所 === 104 === Teachers play a central role in educational reform; therefore teachers need professional development to keep current with teaching practice. This study aims to understand junior high school mentor teachers’ perception of their role and their professional development. This is a qualitative research conducted in semi-structured interviews. Six junior high school mentor teachers were interviewed to understand how they perceived their mentor role, and how the mentor role perception affects professional development.
Analysis of the data showed that the mentor teachers perceived their roles variously as an instructional coach, emotional supporter, and teaching partner. Their mentoring practices, affected by their role perception, include modeling, guiding, and collaborating. As a result, their pedagogy knowledge, reflection, and passion for teaching were enhanced.
Based on the result of this study, different roles perceived by the mentors do lead to different mentoring and teacher professional development. Therefore, the mentor teachers’ role perception is important to their mentoring and their professional development. Based on the result of this study, suggestions for mentor teachers and teacher education programs are provided.
|
|---|
