教师教育中基于工具的指导对话:新结构、机会和适应性专业知识的作用

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mentoring and Coaching in Education Pub Date : 2023-08-24 DOI:10.1108/ijmce-12-2022-0103

T. Hunskaar, G. Gudmundsdottir

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引用次数: 0

摘要

目的本文旨在研究在实践指导中应用一套新开发的数字工具和话语工具时，校本导师和职前教师如何感知指导对话。设计/方法/方法本研究对12次访谈（5次与导师访谈，7次与PT访谈）进行了主题分析，以探讨参与者在学校辅导对话中应用数字和话语工具时如何感知辅导对话。这项研究使用了适应性专业知识的模型来讨论这些发现。发现这项分析表明，这些工具可以改变辅导对话的典型顺序。导师们报告说，他们的指导程序发生了变化，在这种变化中，被导师在对话中发挥了更积极的作用。使用工具还可以进行更丰富的对话。从PT的角度来看，这些工具为辅导会议提供了一个结构，为辅导对话提供了另一个机会，并提高了他们对自己教学某些方面的认识。独创性/价值这项研究的结果表明，在辅导中应用工具可以促进PT和导师之间的反思，并促进适应性专业知识的发展，从而增强辅导。

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Tool-based mentoring conversations in teacher education: new structures, opportunities and the role of adaptive expertise

PurposeThis paper aims to investigate how school-based mentors and preservice teachers (PTs) perceive mentoring conversations when applying a set of newly developed digital tools accompanied by discursive tools in mentoring in practicum.Design/methodology/approachThis study performed a thematic analysis of 12 interviews (5 with mentors and 7 with PTs) to explore how the participants perceived mentoring conversations when applying a combination of digital and discursive tools in school-based mentoring conversations. This study uses a model of adaptive expertise to discuss the findings.FindingsThis analysis revealed that the tools could alter the typical order of mentoring conversations. Mentors reported a change in their mentoring routines in which mentees took a more active role in conversations. The use of tools also allowed for richer conversations. From the perspective of PTs, the tools provided a structure for mentoring sessions, provided an alternative opening for mentoring conversations and enhanced their awareness of certain aspects of their own teaching.Originality/valueThis study's results suggest that the application of tools in mentoring enhances mentoring by facilitating reflection among PTs and mentors and fostering the development of adaptive expertise.

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来源期刊

International Journal of Mentoring and Coaching in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

33.30%

发文量

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.