A research of the co-mentoring process in improving mathematics teaching competence of student teacher

• Main Authors: HSU HUIYA, 許惠雅
• Other Authors: 鍾靜
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/8x4nm8

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 97 === This study is to understand the process of co-mentoring at elementary school; also, to study mathematics teaching competence of student teacher under the co-mentoring. Through a collaborative action research, the study is classified into the category of preliminary teaching and post teaching according to the teaching sites for third grade and sixth grade students. The co-mentoring process and student teacher’s mathematics teaching competence is demonstrated through the collection of conference and interview recording, teaching recording, classroom demonstration records, and supporting document. Two co-mentor of this study have designed the content and strategy of co-mentoring by interview, teamwork, and dialogue; also, by referring to the four-stage mentoring of Furlong and Maynard (1995). According to the study, co-mentoring is with the disadvantages of insufficient communication time, lack of space for communication to co-mentor, lack of administrative support, and limitation of supervision unit. Student teacher’s mathematics teaching competence will grow under the co-mentoring. The three aspects (knowledge, techniques, and sentiment) of student teacher’s mathematics teaching competence do not grow simultaneously. The growth of the “techniques” is the most obvious and rapid. Student teacher’s mathematics ability is not improved under co-mentoring; however, the development of mathematics teaching competence is affected. Four factors including teaching belief, self-positioning, student teacher’s mathematic ability, and teaching scenario do affect student teacher’s mathematics teaching competence and it varies along with the stage of development under co-mentoring. It is suggested in this study that student teachers must replenish their mathematics teaching knowledge and mathematic ability before teaching. Mentoring instructors shall not have themselves isolated from the public but try to communicate and share their mentoring experience. Schools may have mentor moved towards collaborative action through co-mentoring. Future study is for trans-course co-mentoring or co-mentoring of mentor and college counseling professor.