Collectively, the articles in this issue of the Journal of Teacher Education address the complexity of the landscape of teacher preparation by providing a selective view of the terrain. As the authors of these articles make clear, this landscape is diverse and is made up of observations, practices, evaluation tools, and particular kinds of relationships among its “resident” actors. While all of these shape a candidate’s successful journey into teaching, perhaps none is more important than the role of the mentor teacher (MT) and that mentor’s relationship with the teacher candidate (TC), whom she or he has made a commitment to support. It is this slice of the complex “teacher preparation pie” which we address in this editorial. Over the years, those of us engaged in the work of supporting the preparation of beginning teachers have been developing a deeper understanding of the consequential aspects of mentor–mentee relationships. We have learned, for example, that there are specific ways in which MTs can help to shape the professional identity of those they mentor (e.g., Izadinia, 2015, 2016); that TCs teach more effectively when they work with MTs who are themselves instructionally effective (Ronfeldt, Brockman, & Campbell, 2018); and that school context can shape the form and content of feedback given, as well as the uptake by TCs (McGraw & Davis, 2017). Five of the articles in this issue contribute to our understanding concerning the role and impact of mentors. Matsko and her colleagues, for example, describe how the kinds of practices modeled by MTs affect how prepared TCs feel for independent teaching. The findings of both Simmons and her colleagues and of Rabin reveal how candidates respond to different models of teaching and, with respect to the latter scholar’s work, also illuminates some of the factors in the relationship between MT and TC which might contribute to these responses. In their article, Canipe and Gunckel describe how the dominance hierarchy that typically exists in conversations between MT and TC can be disrupted and result in the MT taking up a TC’s ideas, thus enriching that relationship and resulting in more powerful instruction. And in their article, Roegman and Kolman remind us of the complexity of the worlds which MTs must traverse in enacting their roles as mentors. There are significant challenges facing the field of teacher education with respect to supporting MTs in this important work. One persistent challenge is identifying MTs who can model current best practices for TCs, particularly those practices supporting equity and justice. It is not the case that teachers enacting culturally sustaining pedagogies cannot be found (Paris & Alim, 2017) or that pedagogies for equity and justice are unavailable; rather, the pool from which sufficient numbers of classroom educators engaged in such practices can be drawn to serve as MTs is insufficient. One reason for this problem is teachers’ lack of opportunities to learn and to develop such practices, either because these practices continue to be marginalized in many teacher preparation programs or because the integration of this focus in many teacher preparation programs has been more recent, and the numbers of recent graduates are far outnumbered by those who have been teaching much longer. Let’s look to mathematics teacher education as an example. Researchers have long pointed to issues of race and racism in mathematics education (e.g., Martin, 2000, 2009), and the field continues to grow and change in its understanding of best practices in this area. At the same time, most practicing teachers (and thus, MTs) hold color-blind perspectives (Alvarez & Milner, 2018) and/or harbor implicit racial biases (Dovidio & Gaertner, 2004) that operate in their classrooms. Recent research in mathematics education, building upon decades-long research on implicit attitudes and teachers’ expectations for students different from them in some way, such as race, identifies how specific practices in mathematics education are affected by teachers’ implicit racial bias, namely prospective teachers’ noticing of and responses to students’ written work (Jacobson, Willey, & Simpson, 2018) and TCs’ evaluations of students’ mathematical thinking in classroom video (Battey, Bartell, Webel, & Lowry, under review). This recent work has specific and significant implications for mathematics teacher preparation. Most current mathematics teachers have not had an opportunity to learn about research on implicit racial bias and how it plays out in mathematics classrooms, and thus cannot adjust and advance their practice to interrupt the effect of such bias, nor model such interrupting as mentors for TCs. 887752 JTEXXX10.1177/0022487119887752Journal of Teacher EducationRichmond et al. editorial2019

中文翻译：

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研究如何阐明导师在教师准备中的关键作用

总的来说，本期《教师教育杂志》中的文章通过提供对地形的选择性视图来解决教师准备的复杂性。正如这些文章的作者所明确指出的，这种景观是多种多样的，由观察、实践、评估工具以及“常驻”参与者之间的特殊关系组成。虽然所有这些都塑造了候选人成功的教学之旅，但也许没有比导师 (MT) 的角色以及导师与候选人 (TC) 的关系更重要的了，她或他已承诺支持。我们在这篇社论中讨论的正是这一复杂的“教师准备馅饼”。这些年来，我们这些从事支持初级教师准备工作的人对导师-学员关系的重要方面有了更深入的了解。例如，我们了解到 MT 可以通过特定方式帮助塑造他们指导的人的职业身份（例如，Izadinia，2015 年、2016 年）；当 TC 与本身具有教学效果的 MT 一起工作时，他们的教学会更有效（Ronfeldt、Brockman 和 Campbell，2018 年）；学校环境可以影响所提供反馈的形式和内容，以及 TC 的接受程度（McGraw & Davis，2017 年）。本期中的五篇文章有助于我们理解导师的作用和影响。例如，马茨科和她的同事们，描述由 MT 建模的各种实践如何影响准备好的 TC 对独立教学的感受。Simmons 和她的同事以及 Rabin 的发现揭示了候选人如何对不同的教学模式做出反应，并且就后者学者的工作而言，还阐明了可能导致这些反应的 MT 和 TC 之间关系中的一些因素。在他们的文章中，Canipe 和 Gunckel 描述了通常存在于 MT 和 TC 之间对话中的支配等级如何被破坏并导致 MT 接受 TC 的想法，从而丰富这种关系并产生更强大的指导。在他们的文章中，Roegman 和 Kolman 提醒我们，MT 在扮演导师的角色时必须穿越世界的复杂性。在支持 MT 从事这项重要工作方面，教师教育领域面临着重大挑战。一项持续存在的挑战是确定可以为 TC 建模当前最佳实践的 MT，尤其是那些支持公平和正义的实践。并非找不到制定文化维持教学法的教师（Paris & Alim，2017 年）或公平和正义的教学法不可​​用；相反，可以从中抽取足够数量的参与此类实践的课堂教育者担任 MT 的人才库是不够的。这个问题的一个原因是教师缺乏学习和发展这种做法的机会，要么是因为这些做法在许多教师培训计划中继续被边缘化，要么是因为在许多教师培训计划中纳入这一重点是最近的，而且最近毕业的人数远远超过教书时间更长的人。让我们以数学教师教育为例。长期以来，研究人员一直在指出数学教育中的种族和种族主义问题（例如，Martin，2000 年，2009 年），并且该领域在对该领域最佳实践的理解方面不断发展和变化。与此同时，大多数执业教师（因此，MT）持有色盲观点（Alvarez & Milner，2018）和/或隐含的种族偏见（Dovidio & Gaertner，2004）在他们的课堂上运作。数学教育的最新研究，基于对内隐态度和教师对在某些方面（例如种族）与他们不同的学生的期望的长达数十年的研究，确定了数学教育中的具体实践如何受到教师内隐种族偏见的影响，即未来教师的注意和反应学生的书面作业（Jacobson、Willey 和 Simpson，2018 年）和 TC 对课堂视频中学生数学思维的评估（Battey、Bartell、Webel 和 Lowry，正在审核中）。最近的这项工作对数学教师的准备具有特定而重要的影响。大多数当前的数学教师没有机会学习有关隐性种族偏见的研究及其在数学课堂中的表现，因此无法调整和推进他们的实践以中断这种偏见的影响，也不像 TC 的导师那样打断。887752 JTEXXX10.1177/0022487119887752Journal of Teacher EducationRichmond et al. 社论2019