Zanting A, Verloop N, Vermunt J D
Graduate School of Education, Leiden University, P.O. Box 9555, 2300 RB Leiden, The Netherlands.
Br J Educ Psychol. 2001 Mar;71(Pt 1):57-80. doi: 10.1348/000709901158398.
Various interpretations of mentor roles, by teacher educators and mentors, have been described in the literature on mentoring, while those of student teachers have received less attention. Therefore, this study focuses on student teachers' expectations of mentors and their own contributions to their learning process while they are supervised by a mentor.
The main aims of this study were: (1) bridging the research on mentoring and the research on higher education students' learning conceptions by investigating student teachers' beliefs about mentoring and learning to teach, and (2) comparing these beliefs to mentors' ones and recent views on mentoring and learning in order to make suggestions for improving learning to teach.
Thirty student teachers, graduates in various academic disciplines, participated. They were attending a one-year teacher education programme at Leiden University in the Netherlands.
Structured interviews with the student teachers were audio-taped. Firstly, categories of mentor roles and learning activities were derived from the data. These were linked, secondly, by their focus of attention and, thirdly, empirically by a homogeneity analysis (HOMALS).
Six mentor roles, ten learning activities, and one regulation activity were combined in six foci: (1) affective aspects of learning to teach, (2) mentors' teaching styles, (3) assessment of student teachers' performance, (4) reflecting on students' lessons, (5) school context, and (6) self-regulation of learning. The HOMALS analysis yielded a process-product dimension.
In this study, the student teachers' beliefs about mentoring were similar to those of mentors. Furthermore, a third of the student teachers expected themselves as thinking critically about their lessons, but nobody expected their mentors to explicate their practical knowledge underlying their teaching. Therefore, the articulation of this knowledge is indicated as an additional mentor role and will be elaborated.
在有关指导的文献中，教师教育者和指导者对指导角色有各种不同的解读，而实习教师的解读则较少受到关注。因此，本研究聚焦于实习教师在接受指导教师指导期间对指导者的期望以及他们对自身学习过程的贡献。
本研究的主要目的是：（1）通过调查实习教师对指导和教学学习的信念，弥合指导研究与高等教育学生学习观念研究之间的差距；（2）将这些信念与指导者的信念以及近期关于指导和学习的观点进行比较，以便为改进教学学习提出建议。
30名实习教师参与了研究，他们毕业于不同学科。他们正在荷兰莱顿大学参加为期一年的教师教育项目。
对实习教师进行的结构化访谈进行了录音。首先，从数据中得出指导者角色和学习活动的类别。其次，根据关注焦点将这些类别联系起来，第三，通过同质性分析（HOMALS）进行实证联系。
六个指导者角色、十种学习活动和一种调节活动被整合为六个焦点：（1）教学学习的情感方面；（2）指导者的教学风格；（3）对实习教师表现的评估；（4）对学生课程的反思；（5）学校背景；（6）学习的自我调节。HOMALS分析得出了一个过程-结果维度。
在本研究中，实习教师对指导的信念与指导者的信念相似。此外，三分之一的实习教师期望自己批判性地思考自己的课程，但没有人期望他们的指导者阐明其教学背后的实践知识。因此，阐明这一知识被视为指导者的一个额外角色，并将进一步阐述。
