Research On Mentoring Based On Teacher Professional Development

Mentoring is a common teacher training style in primary and secondary schools of our country. It plays an irreplaceable role in helping new teachers mastering instruction convention, adapting to the new environment and so on. However, traditional mentoring only emphasizes the function and influence of experienced teachers, ignores the exertion of apprentices'initiative and creativity and the'teaching-learning transaction' in the two-way interaction. In order to overcome the shortcomings above, the paper based on the idea of win-win and teacher professional development, endows the mentoring with new connotation and characteristics, and proposes specific strategies of how to change the status quo and to reach the win-win situation.The paper is composed of four parts as follows:The first part is introduction, including the origin, the literature, the purpose and meaning, the thought and method of the study.The second part summarizes and induces the connotation and characteristics of teacher professional development, and then endows the mentoring with new connotation and characteristics.The third part is status survey. Looking into more than one hundred teachers in primary and secondary schools by questionnaire and interview, It reveals some problems in the process of mentoring implementation, such as the principal and teachers have no correct understanding of mentoring, the objects are general and vague and only values the apprentices, the styles are single and teachers have no right to choose their own partner, the content is confined to teaching experience, the numbers of good teachers are not enough, the management and evaluation system is not perfect and so on.The fourth part proposes corresponding strategies from the idea, administration, system and so on, including transforming cognition and building up the idea of win-win, giving more right to teachers and enhancing their professional development subjectivity, creating new styles and making the mentor team flexible, enriching the content and optimizing the plan, training excellent mentors, reinforcing supervision and management from the beginning to the end, building up scientific and effective evaluation system to encourage teachers, constructing cooperative teacher culture and optimizing relationship between masters and apprentices.