英文摘要
The purpose of this study is to evaluate the effectiveness of mentor teacher program of Taipei City which was implemented by the first time in Taiwan. The research methods are literature review, questionnaire survey, and semi-structured interview.
According to the survey and interview findings, the positive impacts of the mentor teacher program were: (1)Helping partner teachers (proteges) adapt to school environments, (2) enhancing the instructional skills of partner teachers, (3) assisting partner teachers to solve instructional problems, (4) improving the professional development of partner teachers, and (5) shaping the culture of professional interactions among teachers. In addition, not only did mentor teachers and partner teachers feel satisfied with their interactions, they were also willing to continue their relationships.
The problems of the program were found to be the following: (1) some menter teachers were responsible for more than two partner teachers, and therefore their workload was too heavy; (2) some menter teachers were not matched with the partner teachers who taught the same grade level or subject matter; (3) the partner teachers were not well informed of the intention of the program; (4) the partner teachers were not provided with a preservice training of the program; (5) the mentor teachers and partner teachers did not have adequate time for informal and formal conferencing, planning, and conversation; and (6) there were only few group-interaction opportunities for mentor teachers and partner teachers.
Based on the research findings, some recommendations are proposed to improve the implementation of the program.
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