ABSTRACT

The aim of this paper is to examine Associate Teachers’ (ATs) views on dialogic mentoring. More specifically it considers the views of 48 ATs who were involved in an Initial Teacher Education (ITE) partnership that has emerged in response to several changes that have occurred in Welsh education. Educational reforms in Wales have highlighted the value of mentoring and the new ITE partnership is uniquely committed to a dialogic approach. A questionnaire and three focus group interviews were used to generate data from the 48 ATs who were completing a one-year postgraduate programme. Thematic analysis was then used to interrogate the data and identify patterns of response. Adopting a dialogic approach was found to remove some of the anxiety around formal observations and help establish trusting collaborative relationships where ATs were willing to take risks. The dialogic approach was more democratic and gave ATs a stronger voice, but this also created some conflict as mentors’ own beliefs were more likely to be questioned. The dialogic approach relied on mentors being fully invested in the process and being committed to open conversations about learning.

摘要

本文的目的是检验副教师 (ATs) 对对话式指导的看法。更具体地说，它考虑了参与初始教师教育 (ITE) 合作伙伴关系的 48 名 AT 的观点，该合作伙伴关系是为响应威尔士教育中发生的一些变化而出现的。威尔士的教育改革突出了指导的价值，新的 ITE 合作伙伴关系独特地致力于对话方法。一份问卷和三个焦点小组访谈被用来从正在完成一年研究生课程的 48 个 AT 生成数据。然后使用专题分析来询问数据并确定反应模式。发现采用对话方法可以消除对正式观察的一些焦虑，并有助于在 AT 愿意承担风险的情况下建立信任的协作关系。对话方式更加民主，让 AT 拥有更强的发言权，但这也造成了一些冲突，因为导师自己的信念更容易受到质疑。对话方法依赖于导师对这个过程的充分投入，并致力于就学习展开对话。