ABSTRACT In this paper, we outline findings from a research project on mentor teachers’ conceptualizations and strategies of mentoring novice teachers for reflective practice. The study was conducted with the aim to explore the qualitatively different ways in which mentor teachers conceive of mentoring for reflective practice and also how they translate this into actual mentoring strategies. We interviewed 10 senior mentor teachers who are certified mentors at Hungarian primary and secondary schools. The transcripts were analyzed using a phenomenographic approach. Mentor teachers were found to oscillate between fragmented and cohesive conceptions of mentoring for teaching with varying levels of integrating the notion of reflective practice and addressing mentees as adult learners. Based on the results a structure of conceptualizations and strategies was created.

中文翻译：

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反思性实践的导师叙事分析：以匈牙利初始教师教育中支持成人学习为例

摘要在本文中，我们概述了有关指导教师的概念化和指导新手教师进行反思性实践的策略研究项目的发现。进行这项研究的目的是探索定性教师在反思性实践中构想指导的质的不同方式，以及他们如何将其转化为实际的指导策略。我们采访了匈牙利中小学的10位资深导师，他们是经过认证的导师。使用现象学方法分析转录本。导师教师被发现在零散的和凝聚的导师概念之间摇摆，这些导师的教学水平各有不同，整合了反思性练习的概念并称呼成年学员为学员。