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knowledge of mentoring
models of mentoring
contents and strategies of mentoring
|Abstract:||本研究採用個案研究法，搭配個案訪談、教室觀察、影片拍攝以及書面文件資料的收集，探討一位高中數學科初任實習輔導教師的輔導歷程。作者以Furlong& Maynard (1995)的輔導階段論作為描述個案學習發展輔導知能過程的架構，透過分析個案在輔導過程中所面對的問題與因應方式，以及輔導、教學和學習三個焦點之間的轉換情況，嘗試了解高中數學科初任實習輔導教師在一年的輔導過程中，所發展的輔導內容與策略以及輔導知能的發展過程。
Case study with interviews, classroom observations, videos, and documents was used to explore the mentoring format and process of one senior high school mathematics teacher who was first time to be a mathematical mentor. The author uses Furlong& Maynard’s (1995) models of mentoring as the theoretical framework to describe the mentor teacher’s model and process of mentoring in mathematics teaching, and try to grasp the contents and strategies developed during the mentoring process and the emerged knowledge while mentoring his probationary teacher by analyzing the approaches used and the problems faced in the mentoring process. The major foci are mathematical mentoring, teaching and learning. The research results revealed that the development of the process of mentoring were similar to the phases of learning to teach mathematics for probationary teachers that Furlong& Maynard’s suggested. At the initial stages, the case had high zeal and was ambitiously try to play an active mentor, but he gradually changed his mentoring activities while facing the mentoring and teaching problems because of the emerging failure mentoring experiences. The mentor at the latter period was not playing the role of an active mentor, and this maybe resulted by the effects of little achievement and the low learning willingness of the probationary teacher. In addition, the results also showed that the contents and strategies of mentoring were intertwined with the mentoring problems. Furthermore, the implement of the mentoring contents and strategies probably cause different mentoring problems, and this will form an interacting developing process of a series of problems with these contents and strategies. The research results may contribute to: mathematical teacher educators in understanding the possible mentoring knowledge developing process and the problems that may be emerged and faced for the novice mentoring teachers, and the resulting possible effects that mathematical mentoring might bring about. Moreover, this result can also provide an expanding aspect for how to help the novice mentoring teachers face the new challenge of learning to be effective mentors and the mentoring content knowledge that a mentor should have.
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