Exploratory Resarch on the Learning and Professional Development by Mentor Teachers Through Practice Teaching

Abstract

The purpose of this study is to investigate the mentor teachers’ learning and professional development through coaching student teachers in practice teaching, focusing on the differences between elementary school teachers and junior high school teachers. In total, 133 mentor teachers participated in a questionnaire. Major findings were as follows: (a) Scores for the “learning” and “professional development” were high. The elementary school teachers recognize higher on “learning” and “professional development” than junior high school teachers; (b) Several factors related to “teaching practice instruction” and “learning”, and “teaching practice instruction” and “professional development” were correlated. Especially, collaboration with student teachers were correlated to many factors on “learning” and “professional development”, (c) The elementary school teachers had a strong relationship between “teaching practice instruction” and “learning”. The junior high school teachers had a strong relationship between “teaching practice instruction” and “professional development”.