ABSTRACT Teaching is a complex process which includes multiple aspects; similarly learning to teach requires a system of multiple components interacting to support pre-service teachers to become effective teachers. One aspect of teaching which has implications for teacher development is the practicum student-supervising teacher relationship. The current study examines this relationship. Over 100 pre-service teachers across 3 institutions of higher education reported on their relationship with their supervising teacher and their feelings of teaching self-efficacy. Results show that practicums students report both positive and negative relationship aspects; environmental stressors were associated with reported relationships. Furthermore, practicum student efficacy was associated with both positivity and negativity in reported relationships. Findings are discussed in terms of implications for teacher preparation and providing support to pre-service teachers during their practica.

中文翻译：

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早期实习经历的关系：正反面及与实习生特点和教学效果的关联

摘要 教学是一个复杂的过程，包括多个方面；同样，学习教学需要一个由多个组成部分相互作用的系统，以支持职前教师成为有效的教师。教学中对教师发展有影响的一个方面是实习生与指导教师的关系。目前的研究检验了这种关系。来自 3 所高等教育机构的 100 多名职前教师报告了他们与指导教师的关系以及他们的教学自我效能感。结果表明，实习生报告了积极和消极的关系方面；环境压力因素与报告的关系有关。此外，实习生的效率与报告的关系中的积极性和消极性有关。