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Mentoring: a practice developed in community?

机译：指导：社区发展的实践吗？

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摘要

Behaviourist and cognitive theories of learning view learning as a process of individual internalisation. Social theorists view learning as a process that is socially constructed and developed in social contexts. Wenger suggests that professional practice is a social process that is constructed in communities. Mentoring in Initial Teacher Education (ITE) has been a feature of the ITE landscape since the advent of the internship schemes but might be viewed by many teachers acting as mentors to be a small part of their remit. Some mentors while part of school communities might be seen as discharging their mentoring responsibilities in a relatively isolated manner. This study seeks to develop an understanding of how mentors operating in different phases learn to mentor and to sustain their growth as mentors and to seek to identify how they construct their 'communities of mentoring'.
机译：行为主义和认知学习理论将学习视为个人内在化的过程。社会理论家将学习视为在社会环境中社会建构和发展的过程。温格认为，专业实践是在社区中构建的社会过程。自从实习计划问世以来，初始教师教育（ITE）中的指导一直是ITE领域的一个特征，但许多充当导师的教师可能认为这只是其职权范围的一小部分。在学校社区的一部分中，某些导师可能被视为以相对孤立的方式履行其导师职责。本研究旨在加深对在不同阶段工作的导师如何学习导师并维持其作为导师的成长的了解，并寻求确定他们如何构建“导师社区”。

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