The mentoring of beginning to teachers to work effectively is intuitively important. Yet, there is a lack of research on the effectiveness or impact of structured mentoring, as well as the principles that support effective mentoring. This paper reports on an empirical research using a mixed-method approach to first, quantitatively by means of a survey, measure beginning teachers’ perceptions of a structured mentoring package’s effectiveness that they underwent, and then qualitatively, through focused group discussions, investigate the underlying principles of effective mentoring in relation to the structured mentoring provisions of the mentoring package. Results from the survey found that the four delivery modes of mentoring (discussions, reflections, reading materials, and feedback on lesson observations) and six content components of the mentoring package (attention, routine, discipline, momentum, space, and time) were perceived by beginning teachers to have positive impact on their classroom management practices. The qualitative findings drawn from focused group discussions showed four underlying principles of effective mentoring: (1) structured-ness, (2) relevance, (3) applicability, and (4) workability.

中文翻译：

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结构化指导：有效指导的原则

从直觉上讲，指导教师有效工作是非常重要的。然而，缺乏对结构化指导的有效性或影响以及支持有效指导的原则的研究。本文报告了一项使用混合方法进行的实证研究，该研究首先通过调查定量地评估开始的教师对他们所经历的结构化指导教材的有效性的看法，然后通过重点小组讨论进行定性研究，以调查潜在的问题。与指导软件包中结构化的指导条款有关的有效指导原则。调查结果发现，辅导的四种交付方式（讨论，反思，阅读材料，以及对课程观察的反馈）和辅导包的六个内容组成部分（注意力，日常活动，纪律，动量，空间和时间），这些对于初学者来说都是对他们的课堂管理实践产生积极影响的。从重点小组讨论中得出的定性结论显示了有效指导的四个基本原则：（1）结构化，（2）相关性，（3）适用性和（4）可操作性。