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首页> 外文期刊>Creative Education >Teach Me How to Be a Kindergarten Teacher: Expectations of Kindergarten Student Teachers from Their Mentor Kindergarten Teachers
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Teach Me How to Be a Kindergarten Teacher: Expectations of Kindergarten Student Teachers from Their Mentor Kindergarten Teachers

机译：教我如何成为幼儿园老师：幼儿园学生老师对他们的老师的期望

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摘要

Teaching is a complex task that involves practical and theoretical knowledge. Students gain practical knowledge through practicum that takes place in kindergartens or schools. The student teacher trains under the auspices of an experienced kindergarten teacher or teacher who becomes their mentor. The object of this research was to examine the expectations of student teachers from their mentor kindergarten teachers. Fifty-four student teachers answered a specially written questionnaire, distributed through Google docs, about their expectations from their mentor kindergarten teachers. The data analysis was qualitatively being the most suitable research method to answer the research question being a primarily exploratory research. It is used to gain an understanding of underlying reasons, opinions, and motivations. The results show that the student teachers expect to gain practical knowledge of skills and tools that are important to their profession and that the mentoring relationship will be supportive, encouraging and attentive. The significance of this research is that mentor kindergarten teachers will be more aware of what their mentees expect from this relationship, especially in light of the fact that there is no agreed concept of the mentor’s role in the literature. Therefore, this research can provide important guidelines.
机译：教学是一项复杂的任务，涉及实践和理论知识。学生通过在幼儿园或学校进行的实习获得实践知识。学生老师是在经验丰富的幼儿园老师或成为其导师的老师的主持下培训的。这项研究的目的是检验学生老师对他们的导师幼儿园老师的期望。 54名学生教师回答了通过Google文档分发的特别书面调查表，以了解他们对导师幼儿园老师的期望。从本质上讲，数据分析是最适合作为回答探索性研究问题的研究方法。它用于了解潜在的原因，观点和动机。结果表明，学生教师希望获得对他们的职业很重要的技能和工具的实践知识，并且指导关系将是支持，鼓励和专心的。这项研究的意义在于，特别是鉴于在文献中对导师的角色没有达成共识的事实，导师幼儿园的教师将更加了解他们的导师对这种关系的期望。因此，这项研究可以提供重要的指导。

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