ABSTRACT Mentoring plays a critical role in providing a quality professional experience for pre-service teachers in their initial teacher education. There have been numerous studies about pre-service teacher mentoring, yet actual mentoring practice still remains varied and poorly understood. Consequently, there is a need for mentoring processes that can enhance graduate teacher quality. In response to this call, this study aims to elucidate an understanding of how mentoring is operationalized, as perceived by the teacher mentor. Semi-structure interviews, with experienced teacher mentors, provided understanding on mentoring practices used within differing school contexts. These findings increase our understanding of actual mentoring processes that are used during the different phases of support for the preservice teachers. Understanding how the mentor–mentee relationship is operationalized has implications for supporting and enhancing quality mentoring experiences.

中文翻译：

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使教师导师认为的导师流程运作化

摘要指导在为职前教师提供初始教师教育方面提供高质量的专业经验方面发挥着至关重要的作用。关于职前教师指导的研究很多，但是实际的指导实践仍然是多种多样的，人们对此知之甚少。因此，需要可以提高研究生教师素质的指导过程。为响应这一呼吁，本研究旨在阐明对教师指导者所知的如何实施指导的理解。半结构式访谈，以及经验丰富的老师导师，使他们对在不同学校环境下使用的导师实践有了了解。这些发现增加了我们对在职前教师支持的不同阶段中使用的实际指导过程的理解。