Pardue S F
J Nurs Educ. 1983 Jan;22(1):32-7. doi: 10.3928/0148-4834-19830101-07.
The experiences in the mentor teacher/graduate student relationship have validated Clark's comment about teachers. That is, "teachers are learners as well as teachers..." The mentors have expressed that they learned a great deal about teaching and about themselves during the teaching practicum experience. Having the evaluation form available which outlined the expected behaviors of a mentor, provides enough guidance to free up their time to teach and serve as mentors. The graduate students have expressed both positive and negative comments about their teaching practicum experience. However, they also concurred with the need and usefulness of specific behaviors for mentors. The primary purpose of the mentor teacher/graduate student relationship is to facilitate the learning of how to teach. The author's definition of "teaching" in nursing education is congruent with Schweer and Gebbie's definition of teaching. That is, teaching is the facilitating or arranging of experiences within the learner's world in a way that helps him find meaning and purpose. Teaching is the act of communicating in a variety of ways with the individual or group, or both, at the actual point of the learner's experiences so that he can reach his unique potential.
指导教师与研究生关系中的经历证实了克拉克对教师的评价。也就是说，“教师既是学习者也是教育者……”指导教师表示，他们在教学实习经历中对教学以及自身有了很多了解。提供概述指导教师预期行为的评估表，为他们腾出时间进行教学和担任指导教师提供了足够的指导。研究生对他们的教学实习经历发表了积极和消极的评价。然而，他们也认同指导教师特定行为的必要性和实用性。指导教师与研究生关系的主要目的是促进如何教学的学习。作者在护理教育中对“教学”的定义与施韦尔和格比的教学定义一致。也就是说，教学是以一种帮助学习者找到意义和目的的方式，在学习者的世界中促进或安排各种经历。教学是在学习者实际经历的时刻，以各种方式与个人或群体或两者进行交流的行为，以便他能够发挥自己独特的潜力。
