The purpose of this study was to explore young Arab women's understandings of mentoring as part of a pre-service teacher training program both before and after an extended internship throughout which a collaborative approach to mentoring was practiced. It aimed to identify the opportunities and challenges such an approach would bring in the quest to support trainee teachers' professional development.,Data for this small-scale qualitative study were collected using a brainstorming class-based activity, semi-structured interviews and reflective journals. Data were analyzed using word clouds, and the identification of themes through the coding of transcripts.,The dominant findings in this study were that mentoring was perceived as emotional support, pedagogic and professional support, evaluation and relationship. While understandings of mentoring amongst participants did shift as a result of mentors adopting a collaborative approach, data indicated that the strength of cultural assumptions held by the participants hindered the rate of change, creating an obstacle to the desired outcome of increasing trainees' agency.,While perceptions of mentoring reported within this study indicate considerable overlap with those in other geographical and cultural contexts, closer examination of the data identified differences also. Without an understanding of the nature and influence of the social assumptions that underlie these differences, mentors who participate in culturally diverse mentor–trainee pairings can misinterpret an unwillingness of trainees to fully engage with the mentoring process and thus fail to provide the required scaffolding and support needed to maximize professional development.

中文翻译：

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教师培训师对中东BEd计划中的指导的理解

这项研究的目的是探索在扩展实习之前和之后实习的阿拉伯年轻妇女对指导的理解，这是职前教师培训计划的一部分，在整个实习期间实行了合作的指导方法。它旨在确定这种方法将带来的机会和挑战，以寻求支持实习教师的专业发展。通过使用基于集体讨论的课堂活动，半结构化访谈和反思性期刊，收集了该小型定性研究的数据。使用词云分析数据，并通过抄本的编码来识别主题。本研究的主要发现是，指导被视为情感支持，教学和专业支持，评估和关系。尽管由于导师采取协作方式，参与者之间对指导的理解确实发生了变化，但数据表明，参与者持有的文化假设的力量阻碍了变革的速度，为增加学员的代理机构的预期结果造成了障碍。虽然本研究报告的对指导的看法表明与其他地理和文化背景下的指导有相当大的重叠，但对数据的仔细检查也发现了差异。如果不了解这些差异背后的社会假设的性质和影响，