ABSTRACT Where a high proportion of teachers who practice in primary and secondary schools are trained in a pre-service university setting, further education (FE) colleges train the majority of their teaching staff on an in-service, part-time basis. This paper discusses the experiences of eleven new teachers, based in two FE colleges, during their first year of an initial teacher training (ITT) course and examines the support provided by subject-specific mentors, both in terms of their expectations and actual experiences of being mentored. Q methodology was used as the main data collection tool, with the addition of post Q sort interviews. Forty eight statements, developed using focus groups with trainees and an extensive literature review, were sorted by the eleven trainee teachers. Findings indicated that all the participating trainees painted a positive picture about what a mentor could and should offer an in-service trainee in FE. However, in reality, differences in experiences were reported. In addition, there was evidence of the trainees finding support outside of the mentor-trainee dyad, in the form of communities of practice.

中文翻译：

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使用活动理论和Q方法研究英语进修领域在职实习教师的经验

摘要如果在职前大学环境中培训了很大一部分在中小学工作的教师，那么继续教育（FE）学院将在职和非全日制培训大多数师资。本文讨论了两家FE大学的11名新教师在其初始教师培训（ITT）课程的第一年中的经历，并从他们的期望和实际经历中考察了特定学科导师提供的支持。受到指导。Q方法被用作主要的数据收集工具，并增加了Q后访谈。11名受训教师对使用与受训者进行的焦点小组讨论和广泛文献综述得出的48条陈述进行了排序。调查结果表明，所有参加培训的学员都对导师可以并且应该在富裕提供在职培训学员表现出积极的印象。但是，实际上，据报道存在经验差异。此外，有证据表明，受训者以实践社区的形式在导师-受训者双子座之外寻求支持。