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Evaluation of Mentor Teacher Training Program
Hui-Ling Wendy Pan
The enhancement of teacher quality is not only the beginning for teacher professionalization but also the key to education quality improvement. In response to the demands of teacher professionalization, many governments establish various systems to induce the improvement of teacher quality. Mentor system is a result of the trend. To make mentor system effective, it is then important to promote mentor teachers’ quality through rigorous Mentor Teacher Training Program. Rigorous training program may assist mentor teachers to enhance their ability so that they can provide mentee with appropriate and necessary assistance. This is also the purpose of the Mentor Teacher Training Program. The present study based on the two levels of “Reaction” and “Learning” in Kirkpatrick Training Evaluation Model and the trainees’ feedbacks to evaluate the 2009 Mentor Teacher Training Program, organized by Taipei/ New Taipei/ Keelung Regional Professional Training Center, Teacher Evaluation for Professional Development, Ministry of Education. The conclusion can be applied as the guideline for future adjustments and improvement of the program. The study concluded the findings as follows: 1.The feedbacks about the Training Program from trainees are positive. Personal growth is highly affirmed in feedbacks. 2.The cognitive feedbacks about the program in general or in different parts are similar from trainees of different background. 3.The abilities cultivated from the Mentor Teacher Training Program in practice are similar to the abilities mentor teachers should acquire theoretically 4.Trainees improve their professional ability as mentor teachers after the program, especially about evaluation and instructional supervision. 5.Although theory and practice are both emphasized, there is a proportional inequality in course arrangement between the components of theory and practice. Theory components are more. 6.Different characteristics of different schools lead to different requirements of mentor teaching as well as different expectations from the trainees toward the training program. 7.Mentor Teacher Training Program can satisfy most of the trainees’ needs. 8.Hands-on practice assignment is helpful to understand the theoretical concepts for the trainees. However, constrained by the school support, the effect is discounted. The thesis propose suggestions based on the research conclusion and findings, to government officials, regional professional training centers, trainees of the program, schools which assist the mentor teaching practice, and future researchers.
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