Datum
2023-11-23Metadata
Zur Langanzeige
Aufsatz![](/themes/Mirage2/images/Open_Access_logo_PLoS_transparent.svg)
Between Trust and Ambivalence: How Does Trainee Teachers’ Perception of the Relationship With Their Mentors Explain How Trainee Teachers Experience Their Work?
Zusammenfassung
The 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.
Zitierform
In: Vocations and Learning: Studies in Vocational and Professional Education Volume 17 / Issue 2 (2023-11-23) , S. 219–251 ; eissn:1874-7868Förderhinweis
Gefördert im Rahmen des Projekts DEALZitieren
@article{doi:10.17170/kobra-2024052910243,
author={Maué, Elisabeth and Goller, Michael and Bonnes, Caroline and Kärner, Tobias},
title={Between Trust and Ambivalence: How Does Trainee Teachers’ Perception of the Relationship With Their Mentors Explain How Trainee Teachers Experience Their Work?},
journal={Vocations and Learning: Studies in Vocational and Professional Education},
year={2023}
}
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2024-05-29T13:52:35Z 2024-05-29T13:52:35Z 2023-11-23 doi:10.17170/kobra-2024052910243 http://hdl.handle.net/123456789/15793 Gefördert im Rahmen des Projekts DEAL eng Namensnennung 4.0 International http://creativecommons.org/licenses/by/4.0/ Trainee teachers Mentors Professional relationship Stress Work experience Teacher induction 370 Between Trust and Ambivalence: How Does Trainee Teachers’ Perception of the Relationship With Their Mentors Explain How Trainee Teachers Experience Their Work? Aufsatz The 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. open access Maué, Elisabeth Goller, Michael Bonnes, Caroline Kärner, Tobias doi:10.1007/s12186-023-09340-z Lehrerbildung Mentor Berufserfahrung Stress publishedVersion eissn:1874-7868 Issue 2 Vocations and Learning: Studies in Vocational and Professional Education 219–251 Volume 17 false
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