The aim of this study is to explore how mentors' and mentees' self-concepts and related reflective practices in mentored teacher training are supported by using audio diaries within the framework of Dialogical Self Theory (Hermans, 2001), and how it could be used in the wider context of teacher training.,This study explores a specific qualitative methodology, the use of audio diary in self-reflective activities, in the context of teacher training in Hungary. When analysing the data, we used the thematic analysis approach to employ a relatively high level of interpretation.,Multi-level meta-position reflections have emerged from the data that were comparable at a given point in time. We found five different I-positions (Hermans, 2001) that suggest that mentors and mentees perceived of these as shared themes of the emerging incidents in mentoring. However, those aspects of the mentoring process on which mentors and mentees reflected only vaguely or have not reflected mutually in their audio diaries involved a certain level of mis-positioning and further tension.,Audio diaries are beneficial for personal and professional development. The tools and the methodology around them could be leveraged to broaden mentor–mentee dyads, which may lead to including university-based teacher educators and researchers from the field.,The value of this study arises from the process of recording audio diary logs as a direct representation of thoughts during the mentorship process.

中文翻译：

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在匈牙利教师培训中使用录音日记来支持反思性辅导实践

这项研究的目的是探讨如何在对话自我理论的框架内使用录音日记来支持导师和受训者的自我概念以及在受导师培训中相关的反思性实践（Hermans，2001），以及如何使用它。在匈牙利的教师培训中，本研究探索了一种特殊的定性方法，即在自我反思活动中使用录音日记。在分析数据时，我们使用主题分析方法进行了相对较高的解释。从数据中出现了在给定时间点可比较的多层次元位置反射。我们发现了五个不同的I位置（Hermans，（2001年），这表明导师和受训者将这些视为导师中新出现事件的共同主题。但是，在辅导过程中，辅导员和受训者仅在其语音日记中模糊地反映或未相互反映的那些方面会造成一定程度的错误定位和进一步的紧张。语音日记对于个人和职业发展是有益的。可以利用它们周围的工具和方法来扩大导师-受训者的对等体，这可能导致包括来自大学的教师教育者和来自该领域的研究人员。在指导过程中直接表达思想。在辅导过程中，辅导员和受训者仅在其语音日记中模糊地反映或未相互反映的那些方面会引起一定程度的错误定位和进一步的紧张。语音日记对于个人和职业发展是有益的。可以利用它们周围的工具和方法来扩大导师-受训者的对位，这可能导致包括来自大学的教师教育工作者和来自该领域的研究人员。该研究的价值来自于将有声日记日志记录为在指导过程中直接表达思想。在辅导过程中，辅导员和受训者仅在其语音日记中模糊地反映或未相互反映的那些方面会引起一定程度的错误定位和进一步的紧张。语音日记对于个人和职业发展是有益的。可以利用它们周围的工具和方法来扩大导师-受训者的对位，这可能导致包括来自大学的教师教育工作者和来自该领域的研究人员。该研究的价值来自于将有声日记日志记录为在指导过程中直接表达思想。