Within teacher education, many experienced in-service teachers routinely mentor pre-service teachers during teaching practicums. Notwithstanding the benefits pre-service teachers are meant to experience from these mentor–protege relationships and experiences, recent research has demonstrated that mentors, too, may experience some (oftentimes unintended) potential benefits. The purpose of this paper is to further investigate such potential benefits within a Canadian secondary school physical education (PE) context.,The researchers employed a qualitative case study methodology. The three primary data sources included field observations/notes, journals and interviews. More specifically, over a ten-week period, the researchers made 26 field visits, observing two mentors’ interactions with five proteges before, during, and after PE class instruction; collected the two mentors’ ten journal entries, all made in response to researcher-provided writing prompts; and interviewed the two mentors, both individually and together.,The mentor teachers viewed the mentor–protege relationship/experience as meaningful professional development, recognizing that it approximated a professional learning community. Relatedly, the mentor teachers experienced professional growth with respect to their own teaching identity and teaching practice.,This research could inform those who structure and/or coordinate mentoring research within teacher education programs so that they might place a more purposeful focus upon the potential and/or idealized outcomes for mentors (as well as for proteges). Given the single case study methodology, this research may lack generalizability to other educational contexts.,This research adds to the emerging body of research that investigates how mentoring may provide benefits to mentors. More specifically, this research suggests benefits to mentors relate, especially, to their own teaching identity and practice.

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指导是有意义的职业发展

在教师教育中，许多经验丰富的在职教师在教学实习期间定期指导职前教师。尽管职前教师本应从这些导师与门生的关系和经验中受益，但最近的研究表明，导师也可能会遇到（有时是意想不到的）潜在收益。本文的目的是在加拿大中学体育（PE）的背景下进一步研究此类潜在益处。研究人员采用了定性案例研究方法。三个主要数据来源包括现场观察/注释，期刊和访谈。更具体地说，在十周的时间内，研究人员进行了26次实地考察，观察了在体育课教学之前，之中和之后，两个导师与五个门徒的互动。收集了两位导师的十个日记条目，这些条目都是根据研究人员提供的写作提示而写的；导师教师认为导师与门生之间的关系/经历是有意义的专业发展，认识到它近似于一个专业学习社区。与此相关的是，导师教师在自身的教学身份和教学实践方面经历了专业的发展。这项研究可以为那些在教师教育计划中组织和/或协调导师研究的人们提供帮助，使他们可以更加有目的地关注潜力和潜力。 /或为导师（和门徒）理想化的结果。在单一案例研究方法的情况下，这项研究可能缺乏对其他教育背景的通用性。这项研究增加了研究导师如何为导师带来益处的新兴研究机构。更具体地说，这项研究表明，导师的利益尤其与他们自己的教学身份和实践有关。