The development of mentoring schemes for probationer and student teachers in Taiwan and England

Abstract

A new development in teacher education in Taiwan is the introduction of a mentoring scheme for probationer and student teachers in 1997. This article reviews recent developments in initial teacher education in Taiwan and in England and considers what Taiwan might learn from the earlier English developments of mentoring schemes. Drawing also upon a recent research project on the first year of teaching in Taiwan, suggestions are made to improve the effectiveness of the new mentor's role in that country. Most probationer teachers consider the most important aspects of a mentor's role are: enthusiasm, the skills of counselling students, and communicative ability. The skills of teaching and classroom management are also needs identified by many probationer teachers. The English experience suggests that sufficient resources and support from government and schools will be important factors in determining the relative effectiveness of a mentoring scheme