师徒互动对实习生学做教师的影响

The Impact of Mentor-Disciple Interaction on Student Teachers’Learning to Teach

实习生与指导教师的互动模式对实习生学做教师有重要影响。本研究从双方建立了何种互动关系以及这些关系对实习生的知识转化与身份获得产生了何种影响两个维度,提炼出4种模式:正向促进型、正向阻抑型、反向阻抑型和反向促进型。分析这些模式的案例表现和形成条件后发现:和谐的师徒关系不必然促进实习生的知识转化和身份获得,而不和谐的师徒关系也不必然阻碍实习生的学习和成长;双方互动关系的建立主要取决于情境因素令实习生满足的程度;实习生知识转化与身份获得的效果在很大程度上依赖于指导教师的能力和方式以及实习生自己的反思意识和能力。最后的讨论指出,指导教师的能力不足和方式不当不仅仅归因于他们个人,而且受制于实习的制度安排和资源配置。

The relationship established between a cooperating teacher and a student teacher during practicum may have great impact on the student teacher’s learning to teach.This study examines different types of relationships that both parties can establish and how different relationships impact the student teacher’s knowledge transformation and identity formation,and reports 4types of relationships,including positive and promoting,positive but prohibiting,negative and prohibiting,and negative but promoting.Based on the analysis of the features and enabling factors shown by these four prototypical cases,we argue that a harmonious relationship does not necessarily lead to a learning environment promoting the student teacher’s knowledge transformation and identity formation,and negative relationship does not necessarily prohibit the student teacher’s learning and growth.The relationship between the cooperating teacher and the student teacher depends on the student teacher’s satisfaction about contextual factors.Their knowledge transmission and identity formation rely,to a great degree,on their own awareness and skills of reflection,as well as the cooperating teacher’s mentoring styles and skills.This paper concludes with a discussion that the quality of the cooperating teacher’s mentoring can be attributed to not only their personal factors,but also the institutional arrangement and resource allocation in the practicum.