How different mentoring approaches affect beginning teachers' development in the first years of practice
How different mentoring approaches affect beginning teachers' development in the first years of practice
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不同的指导方法如何影响新教师在第一年实践中的发展
DOI：
10.1016/j.tate.2013.07.012
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发表时间：
2013
影响因子：
3.9
通讯作者：
J. Baumert
中科院分区：
文献类型：
--
作者：
Dirk Richter;Mareike Kunter;O. Lüdtke;U. Klusmann;Yvonne Anders;J. Baumert
本研究探讨了在教学的第一年，辅导的质量和频率在多大程度上影响教师的专业能力和福祉。分析是基于一个样本的700多名德国开始数学教师谁参加了一个前测/后测研究的过程中，一年。研究结果表明，这是指导的质量，而不是其频率，解释了一个成功的职业生涯开始。特别是，遵循建构主义而不是传递学习原则的指导促进了教师效能感、教学热情和工作满意度的增长，并减少了情绪疲惫。
This study examines the extent to which the quality of mentoring and its frequency during the first years of teaching influence teachers' professional competence and well-being. Analyses are based on a sample of more than 700 German beginning mathematics teachers who participated in a pre-test/post-test study over the course of one year. Findings indicate that it is the quality of mentoring rather than its frequency that explains a successful career start. In particular, mentoring that follows constructivist rather than transmissive principles of learning fosters the growth of teacher efficacy, teaching enthusiasm, and job satisfaction and reduces emotional exhaustion.