| Summary: | 碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 98 === The purpose of the research is to show the experience of 4 early
childhood mentor-student teacher groups (4 student teachers and 8
mentors) in the educational practicum via qualitative research methods, such as interviews, student teachers’documentations of the internship, and review on interview records of the mentors and student teachers with the researcher. In accordance with reconstructing these information by the way of thematic analysis, the researcher attempts to understand the interaction and feelings between the student teacher and his/her 2 mentors under the mentoring program in early childhood education.Research discoveries were:
1.The guidance and assistance of two mentors in a class form into 4
different types, including individual type, blurred type, monthly
transitional type , and collaborative type.
2.Developing the professional capabilities of a kindergarten teacher is the primary focus of mentors during the mentoring process. Giving
student teachers with mental support, developing student teachers’
individual talent, and helping to gain the acknowledgement from
parents as secondary aids.
3.The learning attitude and personal characteristics of the student
teachers will affect a mentor’s willingness to mentor ;student teachers presume that the mentor will more or less match the original
expectations, but often fail to match up with the quality of
mentor-student teacher relationships.
4. Student teachers and mentors have different views regarding the
planning of intern programs and interactive discussions. The mentor
will adjust the program in accordance to the student teacher’s learning progress, and use discussions to strategically provide student teachers with the needed learning experience. Student teachers, on the other hand, don’t view program planning as a tangible and useful function, and think that non-verbal messages expressed by the tutor during the discussions are a vital factor in the effectiveness of a discussion strategy.
5.Harmony between the 2 mentors within the class will affect the
development of mentoring methods and its style, and create
differences in tutor-intern bonding.
6.Most student teachers eager for teaching autonomy, but they have
different feelings about the identical classic examples of
mentor-student teacher interactions. This could be due to the skill of self-regulated learning and the teaching willingness of student
teachers.
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