ABSTRACT

This paper explores the perspectives of the tutors and mentors involved in Turkish special education departments` initial teacher training, and how their understanding of and degree of agency shapes the nature of the partnership in it. The data collected from four partnership settings identified three sub-themes: expertise; experience; and expectations. The collective understanding within the teacher training environments shaped the behaviour of individuals. However, rather than working in collaboration with schools, the dominant role in the partnership is either taken by the tutors, and the mentor is largely ignored, or tutors leave the dominant role to the mentors and participate in the system superficially. Exploring the collaboration in Turkish teacher training programmes seems to be an important area to improve the overall quality of teacher training. Looking at ways in which mentors and tutors exert agency offers an opportunity to strengthen levels of collaboration.

摘要

本文探讨了参与土耳其特殊教育部门初始教师培训的导师和导师的观点，以及他们对能动性的理解和程度如何塑造其中伙伴关系的性质。从四个伙伴关系设置中收集的数据确定了三个子主题：专业知识；经验; 和期望。教师培训环境中的集体理解塑造了个人的行为。然而，不是与学校合作，合作中的主导作用要么由导师承担，而导师在很大程度上被忽视，要么导师将主导作用留给导师，表面上参与系统。探索土耳其教师培训项目的合作似乎是提高教师培训整体质量的一个重要领域。研究导师和辅导员发挥能动性的方式提供了加强合作水平的机会。