2010 年 19 巻 p. 90-100
The purpose of this study is to examine how mentors regard the competencies of new teachers and how they plan the basic policies for educating them, focusing on “X Prefecture” as an example.
First, the mentors find that the beginner teachers currently training have computer literacy and knowledge and skills which constitute teaching competencies, but their passive attitude is a problem. This is in comparison to beginner teachers in the past who did not undertake probationary training; they had a willingness to learn, but their teaching competencies were insufficient. In other words, the merits and demerits of these two groups are opposite.
Second, the mentors' basic policies for educating beginner teachers differ according to school type. In elementary schools, they mainly tend to develop the beginner teachers' teaching competencies, whereas in junior high schools, emphasis is placed on understanding the beginner teachers, with mentors tending to focus on maintaining the physical and mental health of the novice teachers.
Third, it was found that the mentors properly ascertain the beginner teachers' competencies and plan their basic policies based on their understanding of such competencies. Also, they act as mentors in step with the development of the new teachers.
Fourth, the mentors find significance in the beginner teachers' probationary training system. Many improvements are required however; for example, burden on both the beginner teachers and the mentors should be reduced, and important elements which schools once provided non-institutionally in their training should be incorporated.
These findings can contribute to developing the competencies of new teachers as well as to improving the teaching practices of their mentors.
