Employing Bronfenbrenner’s (1996) ecological systems theory, this study investigated the ecological nuances of teacher mentoring in three New Zealand primary schools. Specifically, the study explored the mentoring experiences of three beginning teachers and their mentors, within their respective schools, in relation to the national mentoring and induction policy guidelines. The researchers employed a multiple case study design where data were collected through policy documentation and related literature; semi-structured interviews and field notes. Data were analysed thematically and the findings and subsequent discussion reveal that the participant schools struggled to interpret, negotiate and operationalise the national mentoring policy guidelines as they are intended. It is recommended that the participating schools’ leadership, who are influenced by the Teaching Council of New Zealand’s national mentoring policy documentation and have influence on their schools mentoring policy and practice, should pay greater attention to the selection, training, support and resourcing of individual mentor teachers. In turn, this may lead to a greater understanding of educative mentoring that emphasises collaborative, democratic professional learning interactions through positive, reciprocal learning conversations based on principles of adult learning.

中文翻译：

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专业中的专业：新西兰三所小学的生态辅导

本研究采用 Bronfenbrenner (1996) 的生态系统理论，调查了新西兰三所小学教师指导的生态细微差别。具体而言，该研究探讨了三位新教师及其导师在各自学校内与国家指导和入职政策指南相关的指导经验。研究人员采用多案例研究设计，通过政策文件和相关文献收集数据；半结构化访谈和现场笔记。数据进行了专题分析，调查结果和随后的讨论表明，参与学校努力按照预期解释、协商和实施国家指导政策指导方针。建议参与学校的领导，受新西兰教学委员会国家指导政策文件影响并对其学校指导政策和实践有影响的人，应更加关注个人指导教师的选择、培训、支持和资源配置。反过来，这可能会导致对教育指导有更深入的了解，这种指导强调通过基于成人学习原则的积极、互惠的学习对话来进行协作、民主的专业学习互动。