{"title":"17年后导师研究中的翻译迷失","authors":"L. Orland‐Barak","doi":"10.1177/00224871231160377","DOIUrl":null,"url":null,"abstract":"In this article I describe and reflect on my evolving undestandings of the study of mentoring since the publication of the 2005 article in the Journal of Teacher Education. My reflective journey suggests stressing two assertions to the study of mentoring. One, that there is a need to develop a more multidimensional and integrated conception of mentoring which draws on integrated models of mentoring and focuses on mentor-mentee/s dyadic and collaborative interactions as units of analyis and interpretation. Two, that we should go deeper into how mentors’ sense-making of being ‘lost or found in translation’ as agents of change operates within complex fields of interaction, at multiple policy, personal and interpersonal levels. Thus. a curriculum for learning to mentor should also include contents related to policy learning. I elaborate on these undestandings throughout the paper.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"74 1","pages":"140 - 143"},"PeriodicalIF":3.1000,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Lost in Translation in the Study of Mentoring 17 Years Later\",\"authors\":\"L. Orland‐Barak\",\"doi\":\"10.1177/00224871231160377\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this article I describe and reflect on my evolving undestandings of the study of mentoring since the publication of the 2005 article in the Journal of Teacher Education. My reflective journey suggests stressing two assertions to the study of mentoring. One, that there is a need to develop a more multidimensional and integrated conception of mentoring which draws on integrated models of mentoring and focuses on mentor-mentee/s dyadic and collaborative interactions as units of analyis and interpretation. Two, that we should go deeper into how mentors’ sense-making of being ‘lost or found in translation’ as agents of change operates within complex fields of interaction, at multiple policy, personal and interpersonal levels. Thus. a curriculum for learning to mentor should also include contents related to policy learning. I elaborate on these undestandings throughout the paper.\",\"PeriodicalId\":17162,\"journal\":{\"name\":\"Journal of Teacher Education\",\"volume\":\"74 1\",\"pages\":\"140 - 143\"},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2023-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/00224871231160377\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00224871231160377","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Lost in Translation in the Study of Mentoring 17 Years Later
In this article I describe and reflect on my evolving undestandings of the study of mentoring since the publication of the 2005 article in the Journal of Teacher Education. My reflective journey suggests stressing two assertions to the study of mentoring. One, that there is a need to develop a more multidimensional and integrated conception of mentoring which draws on integrated models of mentoring and focuses on mentor-mentee/s dyadic and collaborative interactions as units of analyis and interpretation. Two, that we should go deeper into how mentors’ sense-making of being ‘lost or found in translation’ as agents of change operates within complex fields of interaction, at multiple policy, personal and interpersonal levels. Thus. a curriculum for learning to mentor should also include contents related to policy learning. I elaborate on these undestandings throughout the paper.
期刊介绍:
The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).