Abstract This article reports on a study that explored how school-based teachers fulfilled their roles as mentors in response to challenges faced by pre-service teachers while learning to teach accounting. Pre-service teachers in their final year at a University of Technology in South Africa and practising teachers from six high schools participated in the study. Pre-service teachers e-mailed reflection journals on a weekly basis over a period of four months to the first author who is a teacher educator. Unstructured interviews were carried out with each pre-service teacher and their respective mentors. The results indicated that not all mentors assisted the pre-service teachers according to the expectations of their roles. Despite mentoring having the potential to enhance the preparation of pre-service teachers, in the cases studied it did not always yield positive results. It became clear that the cumulative nature of the accounting discipline requires a different type of mentoring from other disciplines. In fact, numerous factors revealed in the study influenced the failure and success of mentoring pre-service teachers. Many of these factors are ones over which the university has no control.

中文翻译：

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是否有足够的校本辅导员来履行职责？学习会计学的案例研究

摘要本文报道了一项研究，该研究探讨了校本教师如何在学习会计学的同时应对职前教师所面临的挑战，如何发挥其导师的作用。南非科技大学的最后一年的岗前教师和六所中学的实习教师参加了这项研究。职前教师在四个月内每周通过电子邮件将反思日记发送给第一位作者，后者是一名教师教育家。对每位职前教师及其各自的导师进行了非结构化的访谈。结果表明，并不是所有的导师都能根据职前教师的期望来协助他们。尽管指导有可能增强职前教师的准备，在所研究的案例中，它并不总是产生积极的结果。显然，会计学科的累积性质需要与其他学科不同的指导类型。实际上，研究中发现的许多因素影响了指导岗前教师的失败和成功。这些因素中有许多是大学无法控制的。