Purpose

Social constructivism in teacher education highlights the importance of social interaction between preservice teachers (PTs) and their cooperating teachers (mentors) for effective mentoring. Mentoring relationship between PTs and mentors had to take a different path due to the pandemic when face-to-face education shifted to online education. The purpose of the present study was to explore online mentoring experience from the perspectives of PTs.

Design/methodology/approach

The methodology was qualitative. 35 randomly selected PTs were interviewed after the completion of an eight-week online school experience course. Data obtained from focus group interviews were analyzed using pattern coding.

Findings

Overall, the PTs mostly had a positive online mentoring experience. They reported receiving sufficient contextual and technological support when needed with limited professional support. However, they expected their mentors to allocate more time and their university supervisors (USs) to control practicum schools and to provide more online teaching samples and guidelines. They indicated that when they did not receive supports this was entirely due to the pandemic.

Research limitations/implications

This research could inform USs and mentors who coordinate mentoring programs at schools and universities so that they might take an urgent step to restructure mentorship training, putting emphasis on the online aspect. Given the number of the participants, this research is limited in scope.

Originality/value

This research contributes to a body of research that investigates how online mentoring may be more effective. To create positive online mentoring relationships, following suggestions are provided to mentors: providing ongoing online support to PTs to overcome online mentoring challenges, spending an extra hour with PTs for reflection and making use of multiple contexts for PTs' professional ownership.

中文翻译：

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在大流行中与职前教师探讨在线指导，以及提供优质教育的需求

目的

教师教育中的社会建构主义凸显了职前教师（PT）及其合作教师（指导者）之间的社会互动对于有效指导的重要性。当面对面的教育转向在线教育时，由于大流行，PT和导师之间的指导关系不得不走不同的道路。本研究的目的是从PT的角度探索在线指导经验。

设计/方法/方法

该方法是定性的。在完成为期八周的在线学校体验课程后，采访了35位随机选择的PT。使用模式编码分析了从焦点小组访谈中获得的数据。

发现

总体而言，PT大多具有积极的在线指导经验。他们报告说，在需要时，只有有限的专业支持，才能获得足够的上下文和技术支持。但是，他们希望导师能够分配更多的时间，而他们的大学导师（US）则可以控制实践学校，并提供更多的在线教学示例和指南。他们表示，当他们没有得到支持时，这完全是由于大流行造成的。

研究局限/意义

这项研究可以为在学校和大学中协调指导计划的美国和指导者提供信息，以便他们可以采取紧急步骤来重组指导培训，重点放在在线方面。给定参与者的数量，这项研究的范围是有限的。

创意/价值

这项研究有助于开展一系列研究，以研究在线指导如何更有效。为了建立积极的在线指导关系，向指导者提供以下建议：为PT提供持续的在线支持，以克服在线指导方面的挑战；与PT一起花费额外的时间进行反思，并利用多种环境来获得PT的职业所有权。