The Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and Quality.
The Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and Quality.
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导师在支持新教师中的作用：与自我效能、反思和质量的关联。
DOI：
10.1080/13611267.2012.701959
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发表时间：
2012
影响因子：
1.2
通讯作者：
Pianta,Robert
中科院分区：
文献类型：
--
作者：
LoCasale-Crouch,Jennifer;Davis,Emily;Wiens,Peter;Pianta,Robert
在我们的研究中，我们研究了77名新手教师和协会的自我效能感，反思和质量的学生与教师的互动辅导方面的变化。导师以往的经验和全职与兼职状态预测新手的支持，反思，并观察到的学生与教师的互动的看法。与导师一起度过的时间、参与导师促进的专业发展活动以及导师与新手教师互动的质量与新手教师对指导成功、自我反思和效能的看法有关。我们研究中的数据增加了越来越多的研究，表明需要在指导经验中进行研究，以更充分地了解工作机制和成功的重要因素。
In our study, we examined variation in mentoring aspects of an induction program for 77 novice teachers and associations with self-efficacy, reflection, and quality of student–teacher interactions. Mentors’ previous experience and full- vs. part-time status predicted novices’ perception of support, reflection, and observed student–teacher interactions. Time spent with a mentor, participation in mentor-facilitated professional development activities and the quality of mentors’ interactions with novice teachers were related to novice teachers’ perceptions of mentoring success, self-reflection, and efficacy. The data in our study add to the growing research suggesting the need to look within the mentoring experience to more fully understand the working mechanisms and important contributors to their success.