A Case Study on the Practice of the Induction Program for Beginning Teachers

• Main Authors: HUNG,SZU-CHIN, 洪思勤
• Other Authors: Sun,Chih-Lin
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/qqp3pe

碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 107 === The purposes of this study are to explore the practice and effects of the induction program for beginning teachers. It provides some recommendations for the educational administrations and schools as the reference to enhance the quality of the induction program. This study focuses on the Mentor Teacher Program in Taipei city. Two urban schools are selected to realize the induction program for beginning teachers how to work in the way of case study. Document analysis, interview, and non-participant observation are used in this study, then interact and verify those data to analyze the research questions. This study has following several findings: I. The practice of the induction program for beginning teachers 1. The organization and implementation of the induction program for beginning teachers in schools are virtually the same, different only on small points. 2. The problems of the induction program for beginning teachers in schools include human resources and fund. 3. Schools have established the selection process for mentor teacher. 4. The mentoring contents of partner teachers are based on the needs of schools. 5. The mentoring methods for partner teachers include formal and informal, presenting diversity. 6. Schools have assessment methods for understanding the performance of partner teacher, but lack self-assessment of partner teachers. 7. The induction program for beginning teachers are implemented in response to the needs of schools to form a school-based model. II. The effects of the induction program for beginning teachers 1. The implementation of the induction program for beginning teachers in schools has positive impacts on partner teachers, but there is little difference between schools. 2. The implementation of the induction program for beginning teachers in schools has positive impacts on mentor teachers, but the effects between schools are slightly different. 3. The implementation of the induction program for beginning teachers in schools has positive impacts on partner teachers and mentor teachers, but the breadth and depth of the effects are different.