A key global trend in initial teacher education is the ‘practice turn’ where jurisdictions are increasingly mandating that teacher education providers include more ‘practicum’ time in teacher education programmes. In New Zealand, the Teaching Council’s recent revision of accreditation requirements has extended the minimum number of days that pre-service teachers (PSTs) must spend in practice settings (in: Teaching Council, ITE programmeme approval, monitoring and review requirements, TCANZ, Wellington, 2019). The more time spent on practicum, the more important mentors in schools become. This study reports on the challenges mentors faced in working with PSTs in secondary school where less is known about mentor practice than is known about how primary school mentors work with their PSTs. Unless addressed, these challenges may prove impediments to meeting two of the new Requirements for providers of initial teacher education, that PSTs spend more time in schools on practicum, and that all mentors of PSTs be formally trained for their role.

全球初始教师教育的一个主要趋势是“实践转向”，司法管辖区越来越要求教师教育提供者在教师教育计划中增加“实践”时间。在新西兰，教学委员会对认证要求的最新修订已延长了职前教师（PST）在实践环境中必须花费的最短天数（在：教学委员会，ITE计划批准，监控和审查要求，TCANZ，惠灵顿） ，2019）。在实践上花费的时间越多，学校中的导师就越重要。这项研究报告了导师在中学与PST合作时所面临的挑战，而对导师实践的了解要少于对小学PST进行工作的了解。除非解决，