Please use this identifier to cite or link to this item:
Chen Fang Ju
mentoring model of teaching
professional development of teacher
|Abstract:||本研究以一位具有豐富實習輔導經驗的資深高中數學教師為研究對象，並以其任教學校為場景，進行為期一年的質性取向的個案研究。研究過程乃參酌Clark and Peterson (1986)的「教師思維與行動模式」，將實習輔導教師的輔導模式區分為外部的輔導活動以及內部的輔導思維。透過四階段的研究設計，運用半結構式的訪談、課堂教學觀察、填寫問卷以及各類書面文件的收集，並且參考Chin and Lin (2000)分析教師教學價值的方法學架構，運用四個層次的辯證方法來詮釋資深高中數學教師實習輔導模式的架構與內涵，並探究其與教學實務的關連以及發展教學與實習輔導相關知能的因素。
This research was to describe one very experienced mathematical mentor’s model of mentoring. Case study approach was used to explore the mentor’s thoughts and activities for one academic year. Referring to ‘A model of teacher thought and activity’ developed by Clark& Peterson (1986), the mentoring model of teaching practice was divided into two domains: surface domain consists of the relevant mentoring activities, and inner domain includes the corresponding mentor’s thinking process. A 4-stages data collection including interviews and classroom observation was developed. By using Chin & Lin’s (2000) four-level dialectical method for investigating teachers’ pedagogical values, the author interpreted the structure and the content of the case teacher's mentoring model of teaching practice, its connections to classroom teaching, and the possibility of stimulating professional development. The research results revealed that the teacher was more like an inner mentor who had developed ‘an encapsulated model of mentoring’. Its surface represented the mentoring activities including the relevant strategies and actions, its inside was the mentoring thoughts interweaved with the professional knowledge, beliefs and values of mathematics teaching and mentoring. Some mentoring values were equivalent to his pedagogical values, others were not. It showed that mentoring practice was similar to teaching practice, but they were not the same. In addition, the professional knowledge of the teacher was probably developed from and through classroom teaching directly or indirectly informed by the process of transformation between professional identities as a teacher or a mentor. Therefore, he was an inner learner of /through both teaching and mentoring. The study results may contribute to mathematics teachers who are willing to engage in mentoring in order to learn to develop the model of both teaching and mentoring. It could also used to remind mentor teachers in developing ways of mentoring through reflecting on his or her classroom mentoring and teaching practice. As a result, both mentor teachers and probationary teachers could mutually beneficial to own professional development in mathematics teaching and mentoring.
|Appears in Collections:||學位論文|
Files in This Item:
|n069540016001.pdf||185.55 kB||Adobe PDF||View/Open|
|n069540016002.pdf||969.46 kB||Adobe PDF||View/Open|
|n069540016003.pdf||321.96 kB||Adobe PDF||View/Open|
|n069540016004.pdf||13.59 MB||Adobe PDF||View/Open|
|n069540016005.pdf||432.01 kB||Adobe PDF||View/Open|
|n069540016006.pdf||151.31 kB||Adobe PDF||View/Open|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.