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ERIC Number: ED465444
Record Type: Non-Journal
Publication Date: 2002-Apr-3
Pages: 27
Abstractor: N/A
Reference Count: N/A
Mentoring for Early Childhood Teachers and Directors in Taiwan.
Shiu, Shiou-Ping
This study used a Vygotskian theoretical perspective in an ethnographic examination of how early childhood teachers and directors in Taiwan learn through mentoring within their school context. The study focused on mentoring relationships between a preschool director and five teachers in Taiwan. Primary data sources included interviews of the director and teachers, videotaped weekly meetings, audiotaped conversations between the director and the teachers, and teacher journals. Additionally, observations were conducted daily over 3 months, with a focus on how teachers and the director found opportunities for informal mentoring throughout the preschool daily schedule. The findings indicated that what teachers learned echoed the director's role and philosophy. Much of the content considered in the mentoring relationships related to the child-centered philosophy of the program, the lifelong curriculum focus, and the spirit of open education. Teachers' comments suggested that they thought the director was a good mentor but sometimes a less than effective administrator. Conversations between director and teachers were very common, and the schedule provided numerous opportunities for communication. The director also led book discussions with teachers, thus providing an opportunity for teachers to acquire professional knowledge and for the director to observe teachers' learning progress and professional development. Because various means of communication were available, teachers could choose a means of communicating with the director that most reflected their needs. (Contains 51 references.) (KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan