摘要
Mentoring has been applied in educational settings at all levels to improve teaching outcomes among newly employed teachers. The practices of reverse mentoring and two-way mentoring have emerged alongside the emergence of new work trends in younger generations, development of information technologies, and promotion of competency-based concepts. The digital teaching capability maturity model (DT-CMM) uses ability and maturity levels to improve teachers' digital teaching. Combined with the design and implementation of module courses, the model ensures consistency among teachers in the quality of their teaching materials and stability of their learning structure for different course units, thereby helping to improve their professional competency. This study integrated different types of mentoring in a systematic modular course to measure the effectiveness of mentoring on the DT-CMM and a systematic modular course. Data analysis revealed that the posttest results of mentoring functions and self-directed learning scales were superior to the pretest results. Two-way mentoring yielded considerably more favorable outcomes than conventional mentoring did. The two types of mentoring differed significantly on the overall self-directed learning scale (t = −2.644, p < 0.01), indicating that the self-directed learning outcome of two-way mentoring (M = 95.56) was superior to that of conventional mentoring (M = 90.30). This study integrated different types of mentoring in a systematic modular course to measure the effectiveness of mentoring on the DT-CMM and a systematic modular course. Two-way mentoring yielded considerably more favorable outcomes than conventional mentoring did.