Enhancing teaching competence through bidirectional mentoring and structured on-the-job training model

ABSTRACT

This study employed conventional and reverse mentoring to form the theoretical basis for bidirectional mentoring. Using the analytic hierarchy process, the relative weights of bidirectional mentoring functions were measured and analyzed. A focus group method was employed to plan a structured on-the-job training course framework for bidirectional mentoring. Analysis of research data indicated that role modeling is the most crucial bidirectional mentoring function, followed by psychosocial support and career development. Psychosocial support, role modeling, teaching, teamwork, and communication skills were the most crucial elements of career development. This paper proposes seven training courses, totaling 59 h, based on the mentoring development plan. This study intends to use the proposed structured on-the-job training framework for bidirectional mentoring to promote career development and psychosocial support for new teachers, to improve role modeling for senior teachers, and to enhance the teaching skills of new and senior teachers.

KEYWORDS:

• Bidirectional mentoring
• structured on-the-job training model
• analytic hierarchy process
• focus group

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported by Ministry of Science and Technology (grant number MOST 103-2410-H-134 -016).

Notes on contributors

Yin-Che Chen

Yin-Che Chen is an associate professor in the Department of Educational Psychology and Counseling, National Tsing Hua University in Taiwan. He received his PhD in Workforce Education and Development from Pennsylvania State University. His current research focuses on mentoring, educational training and career development.