Abstract
顧問教師 (師徒制) 的理念是從教師發展的研究而來。當中的階段論、學校文化論和反思論，肯定了教學是一個學習過程。能夠熟悉學校文化和觀摩別人教學，是可以促使這個過程更為順暢。這些論點提供了教師培訓工作的新方向，就是院校合作的師訓模式－顧問教師制。本文集中介紹顧問教師制與教師發展的關係，即對於職前的準教師來說，教師培訓是利用了漫入式的教學實習形式，即是較長的實習期編制；對於在職的教師來說，擔當「顧問」教師，以反思他人的教學過渡到反思個人的教學，代替了參加教師講座和工作坊的培訓形式。
This paper examines a mentor model that allows full-scale immersion experiences where prospective teachers teach over an extended period of time. This acknowledges the importance of the context-orientated nature of teaching. In addition, the mentor model allows the mentor to reflect on others' teaching which can be a process of professional development. A supportive school culture and reflection on others' teaching have been found useful in the process. There is growing interest and widespread support for the innovation of assigning experienced teachers to work with beginning teachers as mentors. Copyright © 2002 The Hong Kong Institute of Education.
This paper examines a mentor model that allows full-scale immersion experiences where prospective teachers teach over an extended period of time. This acknowledges the importance of the context-orientated nature of teaching. In addition, the mentor model allows the mentor to reflect on others' teaching which can be a process of professional development. A supportive school culture and reflection on others' teaching have been found useful in the process. There is growing interest and widespread support for the innovation of assigning experienced teachers to work with beginning teachers as mentors. Copyright © 2002 The Hong Kong Institute of Education.
| Original language | Chinese (Traditional) |
|---|---|
| Pages (from-to) | 56-59 |
| Journal | 香港幼兒學報 |
| Volume | 1 |
| Issue number | 1 |
| Publication status | Published - May 2002 |
Citation
李婉玲(2002)：顧問教師的理念，《香港幼兒學報》，1(1)，頁56-59。Keywords
- Teacher Education
- Teacher Education and Professional Development
- Alt. title: The concept of mentoring