导师教育下教师专业学习:一项纵向混合方法研究

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH Education Inquiry Pub Date : 2023-10-23 DOI:10.1080/20004508.2023.2273019
Elise Sivertsen Arnsby, Jessica Aspfors, Katharina Jacobsson
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引用次数: 0

摘要

实践教师的导师教育和导师的专业学习一直是一个研究不发达的领域。因此,本研究的目的是对挪威导师教育期间和完成后教师的专业学习有更深入的了解和认识。研究问题考察了教师通过导师教育学习的经验和导师教育在实践中的实施。采用纵向混合方法研究设计,在不同阶段收集定量和定性数据,为探索教师在完成为期两年的大学导师教育计划期间和1.5年后的专业学习提供了机会。本研究通过纵向混合方法设计和导师教育的集体参与和校本参与,为教师专业学习和导师教育提供了新的视角。结果表明,由于导师教育计划的内容重点、持续时间和集体参与,参与者以导师和教师的身份体验专业学习。此外,研究结果还显示,通过导师教育获得的知识和技能已经被运用到参与者自己和集体的指导、教学和协作实践中。
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Teachers’ professional learning through mentor education: a longitudinal mixed-methods study
Mentor education for practice teachers and mentors’ professional learning has been described as an underdeveloped area in research. Therefore, the aim of this study was to gain a deeper understanding and knowledge of teachers’ professional learning during and after completing mentor education in Norway. The research questions examine teachers’ experiences of learning through mentor education and the implementation of mentor education in practice. Using a longitudinal mixed-methods research design, quantitative and qualitative data were collected in different phases, providing an opportunity to explore teachers’ professional learning during and 1.5 years after completing a two-year university-based mentor education programme. Through its longitudinal mixed-methods design and collective and school-based participation in mentor education, this study offers new perspectives on teachers’ professional learning and mentor education. The results show that participants experience professional learning as mentors and as teachers because of the content focus, duration, and collective participation of the mentor education programme. Moreover, the results show that the knowledge and skills acquired through mentor education have been implemented into the participants’ own and collective mentoring, teaching, and collaborative practices.
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来源期刊
Education Inquiry
Education Inquiry Social Sciences-Sociology and Political Science
CiteScore
5.00
自引率
0.00%
发文量
34
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