ABSTRACT

Pre-education majors sometimes struggle to integrate smoothly into the role of a teacher candidate. Providing them with cross-age peer support through career-related mentoring may give them confidence and success in addition to providing them with personal, emotional, and academic growth. The purpose of this study was to analyze the relationship between career-related peer mentoring and student development, focusing specifically on the two roles pre-education majors played: those who were mentored by a graduate student and those who served as mentors to high school developing readers. We sought to answer the research question: How does a career-related peer mentoring relationship impact student development? Data sources were in the form of interviews, and the data analysis consisted of an inductive approach to the coding analysis utilizing grounded theory. The goal was to determine if comfort level, confidence, and self-efficacy would increase as a result of career-related peer mentoring.

摘要

学前教育专业的学生有时难以顺利地融入到教师候选人的角色中。通过与职业相关的指导为他们提供跨年龄的同龄人支持，除了为他们提供个人，情感和学术上的成长之外，还可以使他们充满信心和取得成功。这项研究的目的是分析与职业相关的同伴指导与学生发展之间的关系，特别着重于预科专业学生所扮演的两个角色：由研究生指导的人和作为高中发展指导者的人。读者。我们试图回答以下研究问题：与职业相关的同伴指导关系如何影响学生的发展？数据来源采用访谈的形式，数据分析包括一种基于扎根理论的归纳方法进行编码分析。目的是确定与职业相关的同伴指导是否会提高舒适度，自信心和自我效能感。