Relation between Development of the Competency of Novice Elementary School Teachers and Advisory Instruction from Mentors

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  • 校内指導教員の指導・支援が初任者の力量形成に及ぼす影響
  • 校内指導教員の指導・支援が初任者の力量形成に及ぼす影響 : 教職経験年数2~3年目の若手教員を対象とした調査の結果から
  • コウ ナイ シドウ キョウイン ノ シドウ ・ シエン ガ ショニンシャ ノ リキリョウ ケイセイ ニ オヨボス エイキョウ : キョウショク ケイケン ネンスウ 2~3ネンメ ノ ワカテ キョウイン オ タイショウ ト シタ チョウサ ノ ケッカ カラ
  • ―教職経験年数２～３年目の若手教員を対象とした調査の結果から―

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<p>  The purpose of this study is to examine the relation between the development of the competency of novice elementary school teachers and advisory instruction from mentors. In this study, data were collected from 228 teachers of second- and third-year elementary school students.</p><p>  The relation between the development of competency of novice elementary school teachers and advisory instruction from mentors was examined, and the following four points were clarified. Novice teachers who 1）received considerable instruction and support in school activities from mentors tended to develop competency in building human relations and classroom management; 2）received considerable instruction and support in school activities as well as psychological support from mentors, tended to develop competency in teaching; 3）received considerable instruction and support in school activities from mentors tended to develop competency in communicating with children; 4）were shown extensive model teaching by mentors tended to view themselves as teachers.</p>

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