ABSTRACT This article details the findings of a research project that aimed to interpret and understand the experiences of further education lecturers as they undertook initial teacher education. Using rigorous methods grounded in hermeneutic phenomenology, the research situated in colleges in Scotland and Wales structured as two significant case studies revealed that the 20 respondents had a reliance on both formal and informal mentoring from colleagues in developing their practice as lecturers. The support received from mentors supplemented the perceived deficiencies of formal training courses in preparing the respondents for supporting students with extended needs. The article analyses the relationship between formal university provided teacher education and the practicalities of supported work-based practice. The research foregrounds UK further education as a suitable and internationally important model for the broader study of utilised methods of professional learning and the relationships between mentoring and prescriptive qualifications. The paper concludes by highlighting the importance of strengthening and developing mentoring and work-based professional learning partnerships within colleges and foregrounds the pertinence of this in relation to the next phase of FE development in the UK.

中文翻译：

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导师在支持苏格兰和威尔士继续教育​​学院讲师的专业学习中的作用

摘要本文详细介绍了一个研究项目的结果，该项目旨在解释和理解继续教育讲师进行初始教师教育时的经历。使用基于解释学现象学的严格方法，位于苏格兰和威尔士大学的研究以两个重要的案例研究的形式进行了结构分析，结果表明，这20名受访者在发展其讲师实践时都依赖于同事的正式和非正式指导。从导师那里获得的支持弥补了正规培训课程在帮助受访者为需要扩展的学生提供支持方面的不足。本文分析了正规大学提供的教师教育与支持的基于工作的实践的实用性之间的关系。该研究将英国的继续教育作为一种合适的，具有国际重要性的模型，用于更广泛地研究专业学习的使用方法以及指导和规定性资格之间的关系。本文最后通过强调在大学内加强和发展导师和基于工作的专业学习合作伙伴关系的重要性，并着重指出了这一点与英国FE发展下一阶段的相关性。