A case study of mentors'' role cognition, concern, and mentoring strategies in an elementary school in Taiwan

• Main Authors: Su-Chu Liu, 劉素珠
• Other Authors: Ed. D. Baomei Shieh
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/40622977198086871580

碩士 === 臺中師範學院 === 國民教育研究所 === 93 === The purposes of this study were to explore 10 mentors'' role cognition, concern, and their mentoring strategies in an elementary school, and to compare the differences of mentoring strategies utilized by mentors. Qualitative approaches with interviews, observation, and document analyses were employed to collect data. The main findings of this study were as follows: I. Role cognition of interviewed mentors in the elementary school 1. The cognition of mentoring with mentors were: (1)Student teachers are learners. (2)Mentoring is a process of " teaching and learning promote and enhance each other ". (3)Mentoring is a process of "learning by doing", and (4)Mentoring student teachers should focus on the learning of teaching and class management. 2. The role cognition of mentors were to be: " a model", "a friend", "a mother", "a sister/brother", "a suppliers of information", "an assistant", "a counselor", "a member of teacher educator", "a guide --from pedagogy to reality". Among them, the important finding in the role concept is that a mentor pointed out that she was a guide who helped student teachers from theory to practice. 3. Besides the roles mentioned above, there are also some other roles, such as the sharers, teaching instructors, advisors, guides, supporters, and so on. II. The concern of mentors 1. The problems of teaching mentoring are due to the ambiguity of policy in English teaching. 2. The problems of class management result from how to position the role of student teachers and the interactions among students. 3. The problems of social relationships of mentoring were caused of the mentors and colleagues, the compare between student teachers, and the personalities of student teachers. 4. Mentors felt great pressure of responsibility and anxiety of mentoring abilities. 5. To help student teachers to pass the exam of teacher is also pressure of responsibility. 6. The benefits of being a mentor were: acquiring assistance, urging the teacher to speak and act cautiously, controlling emotions, learning by teaching promote and enhance each other, and facilitating mentors'' self-reflection. III. The mentoring strategies of mentors: 1. Mentors adopted the mentoring strategies such as: (1)human caring strategies, (2)teaching guidance, (3)modeling, (4)collaboration, (5)imparting practical knowledge, (6)offering the learning opportunities, (7)improving interpersonal relationship, and(8)guiding teaching reflection. 2. Among them, human care, value clearance, and instruction skills are employed extensively. 3. As far as the secondary strategies used are concerned, the discussion strategy is used most frequently; the strategies of designing and offering the learning opportunities and sharing the practical knowledge are applied broadly. 4. Mentors and student teachers reflected on teaching by means of changing working journals and questioning. 5. Mentors rethink and criticize the strategies employed after mentoring. 6. Mentors adopted different mentoring strategies to cope with the conditions, such as the teacher education program, knowledge and experience required before practice, being at one’s own cost or being at government expense, the capacity of sensitivity and observation, personalities, and attitude,.