The role of the mentor in an increasingly school-led English initial teacher education policy context
The role of the mentor in an increasingly school-led English initial teacher education policy context
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导师在日益由学校主导的英语初始教师教育政策背景下的作用
DOI：
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发表时间：
2019
影响因子：
2.1
通讯作者：
A. Mallaburn
中科院分区：
文献类型：
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作者：
G. Peiser;Debbie Duncalf;A. Mallaburn
摘要在国际政策背景下，有利于学校主导的初始教师教育，本文介绍了一项研究的结果，试图探讨在英语环境中的教师导师的作用。使用在线调查（n = 64）和半结构化访谈（n = 7），该研究探讨了导师如何概念化他们的角色和相关技能，以及他们是否支持学校主导或大学主导的路线，和，或其他上下文变量的学员的看法是否不同。鉴于调查的初步结果表明，意见可能会受到导师所在的特定工作场所的影响，研究的第二阶段（访谈）在理论上是由辅导的情景和社会文化理论框架。虽然总体上的调查结果显示，观念和报告的做法继续受到现有研究中确定的结构因素的影响，他们还建议新的文化和情境动态的出现和影响，在学校一级。作者认为，这些动态的情况变化的原因和未来的导师发展的影响。
ABSTRACT Against an international policy backdrop that favours school-led initial teacher education, this paper presents the results of a study seeking to explore the role of the teacher mentor in the English context. Using an online survey (n = 64) and semi-structured interviews (n = 7), the study examined how mentors conceptualised their roles and related skills, and if perceptions varied depending on whether they supported mentees on school-led or university-led routes, and, or, other contextual variables. In light of preliminary findings from the survey, suggesting that views could be affected by the particular workplace in which mentors were located, the second (interview) phase of the research was theoretically framed by a situational and sociocultural theory of mentoring. Whilst overall the findings revealed that perceptions and reported practices continued to be influenced by structural factors identified in existent studies, they also suggested the emergence and impact of new cultural and situational dynamics, at school level. The authors consider the reasons for situational variations in these dynamics and the implications for future mentor development.