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Characteristics of an effective development program for mentors of preservice teachers

EDUCATIONAL STUDIES 2020年第3期46卷 337-351页

作者： Denton, David W. Heiney-Smith, Jill Seattle Pacific Univ Sch Educ 3307 3rd Ave WestSuite 317 Seattle WA 98119 USA Seattle Pacific Univ Sch Educ Grad Teacher Educ Seattle WA 98119 USA

Teacher education programs require effective development for mentors of preservice teachers to increase the likelihood student teaching is reliable and that it produces preferred outcomes. There are few studies, however, that describe development programs for mentors. This study identified characteristics of an effective program for mentors of preservice teachers using an exploratory mixed method design. Findings suggest subject areas for development focus on communication, such as training that promotes reciprocity between mentor and mentee, and relationships, such as emphasising mentor and mentee roles and responsibilities. Findings from this study also provide detail about mentor preferences for the format, timing, frequency, and duration of development activities, such as the use of blended learning systems. Suggestions for future research include replication studies and investigations that test the effects of recommended subject areas.

关键词： Mentor preservice teacher development program exploratory mixed-method

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