臺北市教學輔導教師方案的功能—代理教師觀點

The Function of Taipei City's Mentor Teacher Program from Substitute Teachers' Viewpoint

臺北市中小學教學輔導教師設置方案實施已滿九年，但代理教師於2006年才成為方案的成員。本研究之目的在透過代理教師的觀點，了解此方案的功能，研究方法採取訪談法，研究對象為參與方案的12位國中小代理教師。訪談結果發現：1.代理教師獲得教學輔導教師的協助事項，包括：特有身分困擾的協助處理、親師互動的請益、認識學校的環境和成員、學生狀況與班級經營的熟悉、教學設計與技巧的協助、參加教師甄選的鼓勵和協助等。2.教學輔導教師的協助是靠制度、具系統性，且是檯面上的；3.受訪的代理教師都能感受制度的協助，尤其是心理支持的功能。

The mentor teacher program had been implemented for nine years in Taipei municipal elementary and secondary schools already. There are some studies had proved the effectiveness and efficiency of this program. The substitute teachers had become the new members of this program since four years ago. The purpose of this research was to understand the functions of mentor teacher program from substitute teachers' viewpoints. The method of this study adopted the interviewing of general interview guide approach. Twelve substitute teachers who were involved in this program accepted two interviews in this study. The results of this study were as follows: First, this program would be helpful not only for solving the trouble of substitute teacher's identity but also for improving parent-teacher communication and interaction among school's staff and students. In addition, it would increase their skills for teaching and teacher selection. Second, this program would provide systematic assistance for mentor teacher. Third, these interviewees considered that the program was useful, especially in providing mental supporting.