{"title":"教师入职中正式和非正式支持的模式——潜在班级及其对新手能力和福祉的影响","authors":"Julian Burger, Philipp Schulz, Margarete Imhof","doi":"10.1080/13611267.2023.2279892","DOIUrl":null,"url":null,"abstract":"Studies on mentored learning to teach commonly focus on the quality of formally arranged mentoring relationships, leaving aside the informal sources of support that surround the mentor-mentee dyad....","PeriodicalId":501450,"journal":{"name":"Mentoring & Tutoring: Partnership in Learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Patterns of formal and informal support within teacher induction – latent classes and their implications for novices’ competence and well-being\",\"authors\":\"Julian Burger, Philipp Schulz, Margarete Imhof\",\"doi\":\"10.1080/13611267.2023.2279892\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Studies on mentored learning to teach commonly focus on the quality of formally arranged mentoring relationships, leaving aside the informal sources of support that surround the mentor-mentee dyad....\",\"PeriodicalId\":501450,\"journal\":{\"name\":\"Mentoring & Tutoring: Partnership in Learning\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-11-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Mentoring & Tutoring: Partnership in Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13611267.2023.2279892\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mentoring & Tutoring: Partnership in Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13611267.2023.2279892","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Patterns of formal and informal support within teacher induction – latent classes and their implications for novices’ competence and well-being
Studies on mentored learning to teach commonly focus on the quality of formally arranged mentoring relationships, leaving aside the informal sources of support that surround the mentor-mentee dyad....
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