Between Trust and Ambivalence: How Does Trainee Teachers’ Perception of the Relationship With Their Mentors Explain How Trainee Teachers Experience Their Work?

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dc.date.accessioned2024-05-29T13:52:35Z
dc.date.available2024-05-29T13:52:35Z
dc.date.issued2023-11-23
dc.description.sponsorshipGefördert im Rahmen des Projekts DEAL
dc.identifierdoi:10.17170/kobra-2024052910243
dc.identifier.urihttp://hdl.handle.net/123456789/15793
dc.language.isoeng
dc.relation.doidoi:10.1007/s12186-023-09340-z
dc.rightsNamensnennung 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectTrainee teacherseng
dc.subjectMentorseng
dc.subjectProfessional relationshipeng
dc.subjectStressger
dc.subjectWork experienceeng
dc.subjectTeacher inductioneng
dc.subject.ddc370
dc.subject.swdLehrerbildungger
dc.subject.swdMentorger
dc.subject.swdBerufserfahrungger
dc.subject.swdStressger
dc.titleBetween Trust and Ambivalence: How Does Trainee Teachers’ Perception of the Relationship With Their Mentors Explain How Trainee Teachers Experience Their Work?eng
dc.typeAufsatz
dc.type.versionpublishedVersion
dcterms.abstractThe study aims to identify profiles of trainee teachers in terms of their stress and work experiences and to uncover profile differences in regard to dropout intentions and perceived relationships between trainee teachers and their mentors. Based on data from 1,756 German trainee teachers, three distinct stress and work experience profiles could be identified. Trainee teachers with high levels of stress and negative work experiences exhibit higher dropout intentions and experience their relationship with their mentors as less transparent, fair and trusting, and more ambivalent compared to trainee teachers with low levels of stress and positive work experiences. The results underline the importance of the relationship between mentors and trainee teachers for the professional development of future teachers.eng
dcterms.accessRightsopen access
dcterms.creatorMaué, Elisabeth
dcterms.creatorGoller, Michael
dcterms.creatorBonnes, Caroline
dcterms.creatorKärner, Tobias
dcterms.source.identifiereissn:1874-7868
dcterms.source.issueIssue 2
dcterms.source.journalVocations and Learning: Studies in Vocational and Professional Educationeng
dcterms.source.pageinfo219–251
dcterms.source.volumeVolume 17
kup.iskupfalse

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