ABSTRACT This article explores the outcomes of a qualitative case study using semi-structured interviews to examine the role of the mentor in developing the knowledge, understanding and practice of secondary English trainee teachers in England. It considers to what extent current mentor practices and the initial teacher education (ITE) Mentor Standards support the development of trainees, and how mentoring can be strengthened to support both trainees’ and mentors’ development. The results highlight several areas of development for mentors. They suggest that mentoring should be reconceptualised to allow both trainees and mentors to learn to reflect more deeply together. An individualistic, hierarchical, performance-based model could shift to become more collaborative, dialogic and focused on deep learning.

中文翻译：

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辅导中学英语实习教师：案例研究

摘要 本文探讨了使用半结构化访谈的定性案例研究的结果，以检验导师在培养英格兰中学英语实习教师的知识、理解和实践方面的作用。它考虑了当前的导师实践和初始教师教育 (ITE) 导师标准在多大程度上支持受训者的发展，以及如何加强指导以支持受训者和导师的发展。结果突出了导师的几个发展领域。他们建议应该重新定义指导，让受训者和指导者一起学习更深入地反思。个人主义、分层、基于绩效的模型可以转变为更加协作、对话和专注于深度学习。