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).

中文翻译：

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数字化教学能力成熟度模型和系统模块化课程中的指导

在各级教育环境中都应用了指导，以改善新聘教师的教学效果。反向指导和双向指导的实践伴随着年轻一代新工作趋势的出现，信息技术的发展以及基于胜任力概念的发展。数字教学能力成熟度模型（DT-CMM）使用能力和成熟度水平来改善教师的数字教学。该模型与模块课程的设计和实施相结合，可确保教师在教学材料质量方面的一致性以及不同课程单元的学习结构的稳定性，从而有助于提高他们的专业能力。这项研究在系统模块化课程中集成了不同类型的指导，以评估DT-CMM和系统模块化课程的指导有效性。数据分析表明，指导功能和自我指导的学习量表的测验结果优于测验结果。与传统的指导相比，双向指导所产生的结果要好得多。两种类型的指导在整体自主学习规模上存在显着差异（t  = −2.644，p  <0.01），表明双向指导的自我指导学习成果（M  = 95.56）优于传统指导的自我指导学习成果（M  = 90.30）。