| 高校初任导师的角色适应类型及其影响因素——基于22名“双一流”建设高校青年教师的访谈 |
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| 引用本文： | 李永刚,付芝宁.高校初任导师的角色适应类型及其影响因素——基于22名“双一流”建设高校青年教师的访谈[J].复旦教育论坛,2023,21(4):97-104. |
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| 作者姓名： | 李永刚 付芝宁 |
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| 作者单位： | 天津大学 教育学院 |
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| 基金项目： | 教育部人文社会科学研究项目“高校组织环境与教师活力的本土化研究”（18YJC880116）;国家自然科学基金青年项目“研究型大学毕业博士入职地方高校后的组织适应及其影响机制研究”（72104175）。 |
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| 摘 要： | 高校青年教师成为导师的过程中会遭遇角色适应的挑战，但在学术研究和实际管理中并没有引起相应的重视。研究基于三元交互决定理论构建导师角色适应分析框架，通过对22名“双一流”建设高校青年教师的深入访谈发现，导师角色适应存在先验主导型、任务取向型、主体关怀型三种类型，青年教师在适应导师角色时会受到个体认知、信念、指导行为、院校制度、社会规范和学生特征等因素的交互影响。针对初任导师角色适应的特点，高校应注重导师角色准备期的前置教育和实践锻炼，重视导师角色探索期的个性化指导与支持，加强导师角色发展期的政策激励与制度保障，以此来有效提升青年初任导师的角色适应能力。
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| 关 键 词： | 青年教师 初任导师 角色适应 导师指导 导生关系 |
Role Adaptation Types and Influencing Factors of Newly Appointed Mentors in Higher Education:A Study Based on Interviews with 22 Young Teachers from "Double First-Class" Universities |
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| LI Yonggang,FU Zhining.Role Adaptation Types and Influencing Factors of Newly Appointed Mentors in Higher Education:A Study Based on Interviews with 22 Young Teachers from "Double First-Class" Universities[J].Fudan Education Forum,2023,21(4):97-104. |
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| Authors: | LI Yonggang FU Zhining |
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| Institution: | School of Education, Tianjin Universit |
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| Abstract: | The process of transitioning into the role of a mentor poses significant challenges for young college teachers, yet this area has received limited attention in academic research and practical management. Drawing upon the ternary interactive decision theory, this research constructs an analytical framework for mentor role adaptation. Through in-depth interviews with 22 young teachers from "double first-class" universities, three distinct types of mentor role adaptation are identified: transcendental leading type, task-oriented type, and subject-caring type. The findings reveal that young teachers'' adaptation to the mentor role is influenced by various factors, including individual cognition, beliefs, guiding behaviors, institutional systems, social norms, and student characteristics. Considering the unique characteristics of novice mentors'' role adaptation, universities should prioritize pre-education and practical training during the mentor preparation phase. Furthermore, personalized guidance and support should be emphasized during the role exploration period, and policy incentives and institutional safeguards should be strengthened during the role development stage. By addressing these aspects, universities can effectively support young mentors in their role adaptation journey and enhance their effectiveness in mentoring roles. |
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| Keywords: | young teachers newly appointed mentors role adaptation mentor''s guidance supervisor-student relationship |
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