A Case Study On The Development Of New Mathematics Teachers' MPCK Under Mentoring

Mentoring is one of the important ways of on-the-job training for new teachers.After mentoring,the new mathematics teachers' teaching practice ability has been strengthened,and they can adapt to the teaching positions more quickly,and the corresponding Mathematics Pedagogical Content Knowledge(MPCK)of teachers has also been developed.Therefore,this study explores two questions:(1)what are the aspect of the growth of new mathematics teachers5 MPCK under mentoring?(2)What factors influence the growth of new mathematics teachers' MPCK under mentoring?This study takes three groups of excellent masters and apprentices as the research object,and focuses on the qualitative research on the influence of mentoring system on the development of apprentices' MPCK.The results of the first research question were obtained through the semi-structured interviews with the three excellent masters and apprentices and the follow-up survey of the current teaching process of the third group of masters and apprentices.The result of the second research question were obtained through a questionnaire survey of 88 teachers and interviews with three groups of excellent masters and apprentices.The results show that:(1)New mathematics teachers' MPCK under the mentoring has increased in three dimensions:teaching preparation,teaching implementation and teaching reflection.Under the guidance of the master,they are more adept at selecting mathematics content,evaluating students,and adjusting teaching plans.However,in the teaching implementation dimension,the new mathematics teachers grows slowly in the explanation and presentation of mathematical concepts and processes.(2)The development of new mathematics teachers' MPCK under the mentoring is influenced by three factors:the subjective factors of masters and apprentices,factors between masters and apprentices,and environmental factors between non-masters and apprentices.The personal motivation and teaching ability of the master,the personal motivation and acceptability of the apprentice,the relationship between mentoring and apprenticeship,the school organization culture and the system all have a positive impact on the effectiveness of mentoring.Only the influence of the distance between teachers and apprentices on the development of new mathematics teachers' MPCK under the mentoring is not significant.