Purpose

This paper is about mentoring of initial teacher education (ITE) students whilst on their practicum.

Design/methodology/approach

Informed by a social constructivist theoretical framework, an online survey was used to capture the breadth of quantitative data and the richness of qualitative responses relating to factors that impact student teachers' experiences during practicum.

Findings

Quantitative data indicate that many student teachers were positive about the practicum, but this varied across the type of school in which they were placed. The qualitative data analyses showed a greater in-depth understanding of the range of issues that impacted how student teachers are treated in their role as a mentee by the mentor and the wider school community.

Practical implications

Better understanding the experiences of student teachers helps to inform ITE providers of the critical role that mentor teachers play in preparing student teachers. The practical implications are that strategies to develop deep and collaborative partnerships amongst ITE providers, mentor teachers and school leaders, which build stronger understandings of a mentor teacher's role, are critical in order to support student teachers.

Originality/value

This research study repositions the critical nature of effective mentoring of student teachers so that mentor teachers and ITE providers can be informed by the voices and lived realities of these student teachers. The mentoring relationship needs to be critically interrogated to provide a more even and supportive “playing field” for all student teachers.

中文翻译：

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初级教师教育学生在小学实习期间的看法：新西兰经验

目的

本文是关于初级教师教育 (ITE) 学生在实习期间的指导。

设计/方法/方法

在社会建构主义理论框架的指导下，在线调查被用来捕捉定量数据的广度和与影响学生教师在实习期间体验的因素相关的定性反应的丰富性。

调查结果

定量数据表明，许多学生教师对实习持积极态度，但这因他们所在学校的类型而异。定性数据分析表明，对影响导师和更广泛学校社区如何对待学生教师作为受训者的问题的范围有了更深入的了解。

实际意义

更好地了解学生教师的经历有助于让 ITE 提供者了解导师教师在培养学生教师方面所发挥的关键作用。实际意义是，在 ITE 提供者、导师教师和学校领导之间发展深入合作伙伴关系的策略，可以建立对导师教师角色的更深入理解，对于支持学生教师至关重要。

原创性/价值

这项研究重新定位了有效指导学生教师的关键性质，以便指导教师和 ITE 提供者可以从这些学生教师的声音和生活现实中获得信息。需要批判性地审问师徒关系，以便为所有学生教师提供一个更加平等和支持性的“竞争环境”。