Preservice teacher education programs worldwide are increasingly becoming field based with student teaching as the capstone experience for preservice teacher learning in the program. Consequently, mentor teachers at field-placement program schools are bestowed with new and unique functions to support preservice teachers’ learning to teach, which calls for new conceptualizations of teacher mentoring approaches. This article critically examines the theoretical underpinnings of four existing approaches to teacher mentoring during student teaching, analyzes the focuses and practices associated with each approach, and identifies the major challenges that each approach faces in guiding preservice teachers to learn to teach as expected by the field based teacher education reforms. Finally, it proposes an integrated approach to teacher mentoring for field-based teacher education that transcends the four existing teacher mentoring approaches.

中文翻译：

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为职前教师学习教学服务的教师指导：教师教育改革的概念基础、特点与挑战

全球范围内的职前教师教育计划正日益成为以学生教学为基础的领域，作为该计划中职前教师学习的顶峰体验。因此，实地安置计划学校的导师被赋予了新的和独特的功能来支持职前教师的教学学习，这就需要对教师指导方法进行新的概念化。本文批判性地研究了四种现有的学生教学中教师指导方法的理论基础，分析了与每种方法相关的重点和实践，并确定了每种方法在指导职前教师按照该领域的预期学习教学方面面临的主要挑战以教师教育改革为主。最后，