Constructivist and Transmissive Mentoring: Effects on Teacher Self-Efficacy, Emotional Management, and the Role of Novices’ Initial Beliefs

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2023-07-11 DOI:10.1177/00224871231185371

J. Burger

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引用次数: 0

Abstract

Mentoring is acknowledged as an essential prerequisite for successful teacher induction, but its effectiveness may vary depending on the mentor’s quality of support and the mentee’s initial professional beliefs. Focusing on novice teachers’ self-efficacy and emotional management, this longitudinal study investigates how constructivist- and transmission-oriented mentoring approaches support beginning teachers’ professional development, and how these approaches interact with the novices’ initial beliefs about teaching and learning. The data stem from a sample of 138 beginning teachers who participated in an online survey during their second and third trimesters of practical training in Germany. Moderated regression analyses indicate positive effects of constructivist mentoring on teacher self-efficacy 6 months later, and an enhancing moderation effect of mentees’ mismatching, transmissive beliefs. Results neither support distinct effects of constructivist mentoring on novices’ emotional management nor associations between transmissive mentoring and the outcomes. Implications for mentoring research and practice are discussed.

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建构主义与传递性师徒:对教师自我效能感、情绪管理的影响及初心信念的作用

导师制被认为是成功导入教师的必要先决条件，但其有效性可能因导师的支持质量和被指导者最初的专业信念而异。本研究以初任教师的自我效能感和情绪管理为研究对象，探讨建构主义导向和传递导向的师徒指导方法如何支持初任教师的专业发展，以及这些方法如何与初任教师的教与学初始信念相互作用。这些数据来自138名初任教师的样本，他们在德国实习的第二和第三个月参加了一项在线调查。有调节回归分析显示，建构主义辅导对教师6个月后的自我效能感有正向影响，并对学员的错配、传递信念有增强的调节作用。结果既不支持建构主义指导对新手情绪管理的显著影响，也不支持传导性指导与结果之间的关联。讨论了指导研究和实践的意义。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).