使用书面反馈策略减少师徒关系中的紧张:一个反思性案例研究

Nusrat Gulzar
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引用次数: 0

摘要

在本文中,作者采用反思性案例研究方法来评估她在英国一所大学的研究生指导计划中与学员关系中的融洽和权力问题的管理。评估的重点是采用适当的反馈策略和语言结构,为她的学员提供口头和书面反馈,以缓解关系中的紧张局势。本文还介绍了作者对她的指导方法的反思评估,遇到的紧张关系的性质以及她如何通过反馈技术解决这些挑战的见解。观察前后会议的录音和研究人员的书面反馈报告被用作研究的数据。分析的主要重点是识别声音和书面交流中不同的语言模式,以及它们如何帮助和限制学员反思和融洽关系的可能性。研究结果表明,谨慎使用语言结构,即模糊标记、第一人称引用、会话域和反思性问题,可能有助于在师徒关系中建立融洽关系,从而在一定程度上减少紧张关系。本研究对有兴趣了解近同伴师徒关系的性质和复杂性以及有效反馈技巧的新导师和教师教育者有帮助。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Use of Written Feedback Strategies to Reduce Tensions in Mentoring Relationships: A Reflective Case Study
In this paper, the author adopts a reflective case study approach to evaluate the management of rapport and power issues in her relationship with her mentee at a postgraduate mentoring programme at a British university. The evaluation focuses on the outcomes of adopting suitable feedback strategies and language constructions for providing verbal and written feedback to her mentee to mitigate tensions in the relationship. The paper also presents insights into the author’s reflective evaluation of her mentoring approach, the nature of the tensions encountered and how she addressed those challenges through feedback techniques. Audio recordings from pre- and post-observation meetings and the researcher’s written feedback reports were used as data in the study. The analysis’s primary focus was identifying distinct language patterns in vocal and written communication and how they might have assisted and constrained the possibility of mentee reflection and rapport. Findings indicate that careful use of language structures, namely, hedged markers, first-person references, conversational registers, and reflective questions, may assist in establishing rapport in mentoring relationships and, consequently, reduce tensions to some extent. The study is helpful for new mentors and teacher educators interested in knowing more about the nature and complexities of near-peer mentoring relations and effective feedback techniques.
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