A Study of the Mentoring Relationships for Educational Practicum in Elementary School of Changhua County

• Main Authors: Hsien-chi Chen, 陳獻旗
• Other Authors: Chih-feng Lai
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/85358175883255228075

碩士 === 逢甲大學 === 公共政策所 === 96 === The purposes of this research are to analyze the status quo of educational practicum and to examine the mentoring relationships in elementary schools of Changhua County. The research instrument used in this study was Mentoring Relationships for Educational Practicum in Elementary School Questionnaire. 390 mentor teachers and student teachers participated in the study. 376 questionnaires were recovered, 372 out of which were effective, 95% of availability. Various statistical methods, such as percentage, average, standard deviation, t-test, and one-way ANOVA, were applied to analyze data collected on each research question. The results show that currently most of the educational practicum is conducted: a.) in the form of one-on-one mentor-student pairs, b.) in large-scale schools c.) in town school districts d.) by female mentor teachers and student teachers e.) by female mentor-student teacher pairs f.) by mentor teachers and student teachers with degrees awarded by educational universities g.) by mentor teachers of age between 31 and 35 h.) by student teachers under the age of 25 i.) by mentor teachers with teaching experience ranging from 6 to 10 years j.) by mentor teachers working as homeroom teachers k.) by mentor teachers who have no previous mentoring experience l.) by mentor teachers who are assigned to the work by school m.) by mentor-student pairs that have developed steady relationship. The results of the study also point out the mentor-student pairs under study scored high on the mentoring relationships questionnaire, which therefore indicated positive relationships the mentors and their student teachers. Sizes or locations of schools, education degrees, and positions of the mentor teachers do not significantly differentiate from the mentoring relationships. However, higher scores are found in terms of cognition of the mentoring relationships in the following groups: student teachers, female mentor teachers and student teachers, female mentor-student pairs, same sex mentor-student pairs, mentors over 46 years of age, mentors with more than 26 years of teaching experience, teachers being mentors for the third time, mentors and students pairing up by themselves, and mentor-student pairs having developed relationship into the friendly stage.