ABSTRACT

This first years of teaching constitute entry stage to the profession and are considered a period of critical importance for determining the new teacher’s professional identity. This study explores the associations between novice teachers’ perspectives of their relationship with their mentors and their professional commitment. This qualitative study utilises data from semi-structured interviews conducted with 35 second-year Israeli teachers (subsequent to a year of internship). The findings indicate an association between novice teachers’ high professional commitment and a functional mentoring relationship and lack of association between novice teachers’ low professional commitment and other types of mentoring relationships. The results and their implications are discussed.

摘要

最初几年的教学是进入该专业的阶段，被认为是确定新教师专业身份的关键时期。本研究探讨了新手教师对他们与导师关系的看法与他们的专业承诺之间的关联。这项定性研究利用了对 35 名以色列二年级教师（实习一年之后）进行的半结构化访谈的数据。研究结果表明，新手教师的高度专业承诺与功能性指导关系之间存在关联，而新手教师的低专业承诺与其他类型的指导关系之间缺乏关联。讨论了结果及其影响。