| 英文摘要 |
This action research investigates the impact of mentor teacher on university students’distance tutoring within the Ministry of Education's Digital Companion for Learning, aiming to enhance the program's effectiveness. Conducted from March to June 2023, the study involved one-to-one synchronous online academic tutoring for three students: one second-grader and two third-graders from rural primary schools, provided by three first-year bachelor students from the College of Education. The program included eight weekly sessions of one-hour online tutoring, followed immediately by 30-minute post-session discussions. The researcher, also acting as the university-level class teacher, provided 24 basic preparatory lesson plans (12 for second grade and 12 for third grade). The researcher actively intervened during the 'action', 'observation', and 'reflection' phases, offering real-time feedback to help the university students assess their teaching, identify and solve teaching issues, and deepen their reflective practice after each teaching action, thereby enhancing the quality of instruction.
This study utilized qualitative analysis, primarily analyzing data from in-depth interviews, supplemented with observation records, teaching logs, and post-session discussions to explore the impact of mentor teacher on university students’distance tutoring. Findings reveal that: (1) Mentor teacher assisted university students in resolving teaching issues through analysis of current teaching practices, correction of instructional misconceptions, and practical teaching suggestions. (2) Mentor teacher enhance the teaching capabilities of university students by facilitating reflection through case analysis and group discussions. (3) University students generally provided positive feedback about mentor teacher, recognizing their role in fostering professional development.
The results underscore the significant positive impact of mentor teacher on university students' distance teaching, which not only improved teaching quality but also strengthened their self-reflection and professional growth. Consequently, it is recommended that the Ministry of Education's Digital Companion for Learning consider increasing the number of instructional coaching positions, the frequency of coaching interventions, the scope of coach training, and establish clear coaching indicators. |
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