Implementation of internship through mentoring for beginning teachers in Hong Kong: Controversies and reflections

Implementation of internship through mentoring for beginning teachers in Hong Kong: Controversies and reflections

於香港推行師徒式新任教師見習制度：爭議與反思

• Lam, Chi Tak T.W.G.H.s. Lui Yun Choy Memorial College

New Horizons: The Journal of Education, Hong Kong Teachers' Association, (52), 8-21, 2005

Hong Kong

Hong Kong Teachers' Association

2005

• M 教師與教師教育
  • MA 教師之專業教育

Internship Beginning Teacher Mentoring 見習制度 新任教師 師徒式

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

Background: Beginning Teachers are confronted with numerous challenges especially in their first year of teaching. Without ample induction support, the beginning teachers could merely develop their capacity on their own. Therefore, some nations implement the policy of internship so as to increase effectiveness of .the beginning teachers. In Hong Kong, the Advisory Committee on Teacher Education and Qualifications (ACTEQ) introduced the proposal of internship and registration for beginning teachers in 2003; however, the proposal is still not carried out.
Focus of discussion: This paper attempts to examine the proposal in an international perspective. In order to understand the direction and design of the proposal in Hong Kong, it is going to identify the proposal through text analysis. In addition, the controversies of the issue will be presented and defended.
Arguments: The paper mainly explores the controversies of the internship from four sections, they include, nature of mentoring relationship, workload of mentoring, evaluation of mentoring and prospect of teaching profession. In order to deal with the challenges of induction year, whole-school approach to mentoring is suggested. It is argued that the internship of beginning teachers should be introduced as a way of improving teacher development of Hong Kong at both individual and school levels.
Conclusion: By exploring related research, implementation of internship through mentoring for beginning teachers is beneficial to develop teacher effectiveness and school effectiveness. Nevertheless, the proposal should be improved before it is carried out in near future.
背景：首年入職為新任教師帶來重大衝擊。倘若入職支援不足，新任教師便只有獨自面對困難。有見及此，不少國家實施新任教師的見習制度，以求提升新任教師的效能。二零零三年，師訓與師資諮詢委員會，亦倡議在香港推行新任教師的見習與註冊制度；然而直至目前為止，仍未落實有關政策。
討論焦點：本文嘗試借鑒國際經驗，從文獻分析於香港推行新任教師見習制度的方向與重點。此外，探討有關政策衍生的爭議，並且作出釋疑。
論點：本文主要從四個層面，探討師徒式新任教師見習制度引起的爭議，包括師徒關係的本質、師徒式的承當、師徒式的評量與教師專業前景。文中建議實施全校參予師徒式，以幫助新入職教師面對衝擊。本文提出師徒式新任教師見習制度對個人層面及學校層面的價值。
總結：從有關研究經驗所見，師徒式新任教師見習制度，有助促進教師效能與學校效能。然而， 這項計劃仍有待改進之處，不宜急於在香港實施。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

• 英文

期刊論文

• 16831381

https://bibliography.lib.eduhk.hk/tc/bibs/8a0e2d1f

2010-12-02