在教师实习计划中担任指导教师的好处

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Ji Hyun Oh, Jennifer A. Tygret, Sylvia L. Mendez
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引用次数: 0

摘要

这项工具性案例研究(Stake,1995 年)探讨了指导教师在为期一年的驻校项目中指导驻校教师所体验到的益处。参与研究的指导教师进行了半结构化访谈,并参加了一个焦点小组。通过归纳和演绎数据分析技术对数据进行了分析。研究结果通过归纳和演绎数据分析技术,得出了关于担任指导教师益处的三个主题:(1)课堂上的额外支持;(2)专业学习和成长机会;(3)投资于教育的未来。指导教师在教师驻校项目中扮演着至关重要的角色,因为他们是影响驻校教师教学实践的主要力量。在驻校项目中,指导教师通过在自己的课堂上接待驻校教师一整个学年,支持他们获得持续的教学经验;因此,探索指导教师从担任这一角色中获得的益处至关重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The benefits of being a mentor teacher in a teacher residency program
PurposeThis instrumental case study (Stake, 1995) explores the benefits experienced by mentor teachers who mentored resident teachers in a year-long residency program.Design/methodology/approachThe study was grounded by the Benefits of Being a Mentor conceptual framework, as defined by Ragins and Scandura (1999). The participating mentor teachers engaged in semi-structured interviews and a focus group. The data were analyzed through inductive and deductive data analysis techniques.FindingsUsing inductive and deductive data analysis techniques, three themes emerged on the benefits of being a mentor teacher: (1) extra support in the classroom, (2) professional learning and growth opportunities, and (3) investing in the future of education. The teachers’ perceived benefits were related to the connectedness of their personal and professional growth, the growth of the resident teachers and their students’ learning.Originality/valueMentor teachers play a vital role in teacher residency programs, as they are the primary influence on their resident teachers’ pedagogical praxis. In a residency program, mentor teachers support resident teachers’ sustained teaching experience by hosting them for one full academic year in their classrooms; therefore, exploring the benefits they receive from serving in this role is essential.
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来源期刊
CiteScore
2.90
自引率
33.30%
发文量
19
期刊介绍: The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.
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