孵化器:初级教师和导师专业发展的创新方法

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Rinat Arviv Elyashiv, Michal Levi-Keren
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引用次数: 2

摘要

目的本研究的重点是培养器模式,以吸收初任教师进入教育系统。这个新模型是基于合作方法的。该研究调查了导师对辅导的看法。更具体地说,该研究调查了导师如何看待孵化器,导师如何看待为初任教师提供的支持,以及导师对培养导师自身效能感和专业发展的贡献。将这些方面与传统的二元模型进行了比较。设计/方法论/方法该研究基于定量和定性方法。在这项定量研究中,92名在孵化器工作的导师和382名在传统二元环境中工作的导师对自我报告问卷做出了回应。在这项定性研究中,28名孵化器的导师接受了采访。研究结果表明,孵化器创造了发展的双重效应,并构成了影响辅导过程的支持斗篷,将其定位为对话-社区过程,同时有助于初级教师和导师的专业发展。创新性/价值本文讨论了孵化器作为一种新的模式,在引导初任教师进入该行业方面的理论和实践贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The incubator: an innovative approach to professional development for beginning teachers and mentors
PurposeThe present study focused on an incubator model for the absorption of beginning teachers into the education system. This new model is based on the cooperative approach. The study examined mentoring perceptions among mentors. More specifically, the study investigated how mentors perceive the incubator and how mentors view the support provided to beginning teachers, as well as the contribution mentoring makes to fostering mentors' own sense of efficacy and professional development. These aspects were examined in comparison to the traditional dyadic model.Design/methodology/approachThe study is based on quantitative and qualitative methods. In the quantitative study, 92 mentors working in incubators and 382 mentors working in a traditional dyadic setting responded to a self-report questionnaire. In the qualitative study, 28 mentors who were part of an incubator were interviewed.FindingsThe research findings indicate that the incubators create a dual effect of development and constitute a mantle of support that impacts the mentoring process, positions that as a dialogic–communal process and at the same time contributes to the professional development of both the beginning teachers and mentors.Originality/valueThe paper discusses the theoretical and practical contribution of the incubators as a new model for inducting beginning teachers into the profession.
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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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