ABSTRACT Mentors for beginning teachers in schools are often unacknowledged middle leaders in their schools. Through their work with beginning teachers, they not only provide local leadership in their contexts, they influence and shape the work of the next generation of teachers. Government-funded mentor training for the purpose of supporting beginning teachers in Education Queensland schools commenced in 2014 (Queensland Government. [2017]. Mentoring Beginning Teachers. http://education.qld.gov.au/staff/development/employee/teachers/mentoring.html). In Queensland, Australia, over 3000 experienced teachers have completed a two-day professional learning Mentoring Beginning Teacher (MBT) programme. Upon completion, mentors were expected to design and enact a mentoring programme that met the beginning teachers’ needs in their context, using the dialogic mentoring principles they had learned to fulfil the policy goals of increasing the number of beginning teachers transitioning to full registration. This article draws on Bernstein’s ([2000]. Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. Revised ed. Rowman & Littlefield) concepts of recontextualisation, and horizontal and vertical discourses of knowledge to understand how mentor teachers negotiated and enacted their roles as middle leaders in schools in diverse schooling contexts.

中文翻译：

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初任教师担任中层领导的导师：重新情境化的混乱工作

摘要初任学校教师的导师通常是学校中未被认可的中层领导。通过与新任教师的合作，他们不仅可以根据自己的情况提供当地领导，而且可以影响和塑造下一代教师的工作。政府资助的导师培训于2014年开始，以支持昆士兰州教育学校的初学者（昆士兰州政府。[2017]。指导初学者。http：//education.qld.gov.au/staff/development/employee/teachers /mentoring.html）。在澳大利亚昆士兰州，超过3000名经验丰富的教师完成了为期两天的专业学习辅导初学者（MBT）计划。完成后，期望导师设计并制定一项指导计划，以满足初任教师在其背景下的需求，他们使用对话指导原则学会了实现以下政策目标：增加入门级教师向正式注册过渡的人数。本文借鉴了伯恩斯坦（[2000]。教育学，符号控制和身份：理论，研究，批判。修订版，罗曼和利特菲尔德）的重新语境化概念，以及水平和垂直的知识话语，以了解指导教师的谈判和制定方式。他们在各种学校背景下作为学校中层领导的角色。