创新指导方法:基于决策模拟器的职前教师对同伴指导的看法

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Eli Lejonberg, Katrine Nesje, Eyvind Elstad, Knut-Andreas Abben Christophersen
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引用次数: 0

摘要

研究目的:本研究使用决策模拟器、自我反思指南和同伴指导指南作为工具,探讨了小学教师如何感知学习设计,以促进对教师角色方法的反思。设计/方法/途径在早先对教师角色的探索研究的启发下,基于情景的模拟得到了对结果进行自我反思的工具和进一步发展个人教学角色的同伴指导工具的支持。研究使用结构方程模型评估了相关因素之间关系的统计强度,以探讨职前教师(PSTs)如何看待决策模拟器和相关的研究型工具。研究结果表明,无论职前教师的个人特征如何,决策模拟器和相关的同伴指导工具都有可能促进学习和反思。因此,所建议的方法可以促进同伴指导,并提高职前教师的学习潜力。原创性/价值本文通过引入以使用决策模拟器的经验为基础的同伴指导,探索了如何使用创新的指导方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Innovative approaches to mentoring: preservice teachers’ perceptions of peer mentoring based on a decision simulator

Purpose

The study explored how PSTs perceived a learning design, using a decision simulator, a self-reflection guide and a peer mentoring guide as tools to mediate reflections on approaches to the teacher’s role. The individual characteristics of PSTs were also considered, including role clarity, self-efficacy and affective commitment, as predictors of the learning design’s perceived relevance.

Design/methodology/approach

Informed by earlier research exploring the teacher’s role, a scenario-based simulation was supported by a tool for self-reflection on the results and a peer mentoring tool for the further development of an individual’s teaching role. Using structural equation modelling, the study assessed the statistical strength of the relationships between relevant factors to explore how a decision simulator and associated research-based tools were perceived by preservice teachers (PSTs).

Findings

The results indicate that regardless of PSTs’ individual characteristics, the decision simulator and associated peer mentoring tools have the potential to enhance learning and reflection. Therefore, the proposed approach can facilitate peer mentoring and enhance PSTs’ learning potential.

Originality/value

The paper explores the use of innovative approaches to mentoring by introducing peer mentoring grounded in experiences using a decision simulator.

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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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