Study On Mentoring: Based On Teacher Development Background

As an important way of school-based teacher training, mentoring has been used widely in elementary schools and high schools. However, it exists just as a kind of experience in the school practice. Its history development research is absent in the exiting research of mentoring. The discussion on the problems and improvement of mentoring is basically experiential and fragmentary.This study tries to make a much more systematic history and theory research on mentoring based on the teacher professional development background, mainly using document research way. Providing an angle of view for people to reflect the conception, function and improvement of mentoring is this study's main aim.Firstly, this study tired the development of mentoring's history, and made a theoretical interpretation about teacher professional development which brought forward some transformation to mentoring on its system, implement and culture. Then, this study discussed these transformations in turn, emphasizing on the mentoring's actuality, problems existed in the school practice and the infection that would have to the teacher professional development. The second chapter discussed about how the mentoring was founded and how about its deficiency. The third chapter concerned how the mentoring was carried out in the education practice and which problems existed in this practical process. The categories and attributes of relationship between mastered teacher and new teacher in mentoring practice, the culture problems indicated by this relationship were studied in the fourth chapter. Finally, this study reconsidered the function of mentoring, based on the analysis of mentoring's theory hypothesis, the difference between mentoring and apprenticeship. And the improvement suggestion was made in the end of this study based on teacher professional development background.