ABSTRACT Although the importance of mentor teachers in clinical teacher preparation is well established, few researchers explore the social identity development of these individuals. Through our study we contribute to the body of research by exploring mentor teachers’ social identity development through the concept of Apprenticeship of Observation – specifically, how they felt their own mentoring experiences influenced their approaches to mentoring. The multi-case study includes findings about mentoring beliefs and practices during the laboratory school component of an Alternate Route to Licensure program. Incorporating semi-structured interviews and video analysis, the findings demonstrate how four mentor teachers’ prior experiences as mentees – including Alternate Route to Licensure, traditional teacher preparation programs, and inservice teaching – influenced their interactions with teacher candidates as mentors. Recommendations for practice and implications for future research are provided.

中文翻译：

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扩展观察学徒制：受训者如何体验塑造导师

摘要尽管已经很好地确立了指导教师在临床教师准备中的重要性，但很少有研究人员探索这些人的社会认同发展。通过我们的研究，我们通过观察学徒的概念探索导师教师的社会认同发展，从而为研究工作做出了贡献，特别是，他们如何看待自己的导师经历对他们的指导方式产生了影响。这项多案例研究包括在“替代许可途径”计划的实验学校部分中有关指导信仰和实践的发现。结合半结构化访谈和视频分析，研究结果证明了四位导师教师作为受训者的先前经验–包括“获得许可的替代途径”，传统的教师准备计划，和在职教学–影响了他们与作为导师的应聘老师的互动。提供了实践建议以及对未来研究的启示。