教学实践导师-专业发展需求和实践的分析

Mirela Scorţescu, S. Sava, Mariana Craşovan
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引用次数: 0

摘要

实习是初级教师培训的重要组成部分,而师徒关系是初级教师培训的重要组成部分。实习导师培训的必要性得到了认可,研究都强调了这一点(Czerniawsky et al., 2016;Guberman et al., 2020)和欧盟委员会的建议(2021)。然而,导师的准备并不稳定(Clarke & Mena, 2020),文献指出了有限的培训和关于指导活动的知识不足。本研究旨在确定罗马尼亚导师的培训需求,以及为在信息技术教育领域开展指导活动而开展的进一步培训。该研究在2021年12月至2022年2月期间进行,基于国际教师教育发展论坛(InFo-TED)制定的问卷调查。通过分析来自罗马尼亚的276名导师的回答,他们在大学预科教育的各个阶段指导信息技术实践,我们可以强调:在指导中被认为有用和不太有用的活动类型,已经获得的培训活动,理想的培训方向,以及如何将研究作为导师角色的一部分加以重视,以便为教学实践提供信息。与国际研究InFo-TED (Czerniawsky et al., 2016)的结果相比,来自罗马尼亚的数据揭示了教育研究培训需求的相似性和首选培训活动类型的差异。通过教育水平的比较分析,突出了特定的培训需求,这可以成为制定更好的指导培训计划的基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
TEACHING PRACTICE MENTORS - AN ANALYSIS OF PROFESSIONAL DEVELOPMENT NEEDS AND PRACTICES
Practicum is essential in initial teacher training (ITE), while mentoring represents an important part of it. The need for the practicum mentors’ training is recognized, being highlighted both by studies (Czerniawsky et al., 2016; Guberman et al., 2020) and by the recommendations of the European Commission (2021). However, the mentors are precariously prepared (Clarke & Mena, 2020), the literature pointing out the limited training and insufficient knowledge regarding mentoring activities. This study aims to identify the training needs of mentors in Romania, and the further training undertaken, to carry out mentoring activities in ITE. The study was run between December 2021 and February 2022, based on the questionnaire elaborated by the International Forum for Teacher Educator Development (InFo-TED). By analysing the answers of the 276 mentors from Romania who are guiding the practicum in ITE at all levels of pre-university education, we can highlight: the types of activities considered useful and less useful in mentoring, the training activities already accessed, the desirable training directions, and the way in which research is valued as part of the role of mentor in order to inform didactic practices. Data from Romania, compared to the results from the international study InFo-TED (Czerniawsky et al., 2016) revealed similarities regarding the training needs for educational research and differences regarding the types of preferred training activities. The comparative analysis by education levels highlights specific training needs, which can become the basis for developing training programs for better mentoring.
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