Purpose

This paper seeks to investigate the differences in the teachers’ professional development (TPD) by mentorship in workplace. The authors examined the role of mentorship in the PD of teachers and conducted a meta-analysis of pertinent empirical data.

Design/methodology/approach

Using data from over 2,900 individuals, 66 experiments and 12 countries, the authors presented a meta-analysis of the association between workplace mentorship and TPD.

Findings

The authors concluded that mentoring activities could boost the TPD to some extent. It contributes positively to the discipline of science and language, kindergarten, individual mentoring and curriculum research. In addition, the periodicity should not exceed 1 year.

Research limitations/implications

The results of the meta-analysis are restricted to short-term mentorship activities, and the sample size is modest. Building upon the findings from the literature review and meta-analysis, the authors delineated a research agenda for prospective investigations. This includes an imperative for further exploration into the nexus between mentoring and the PD of educators.

Practical implications

Based on the available literature and meta-analysis findings, the authors developed a framework for the “Experts in the classroom” TPD pattern.

Originality/value

This is the first meta-analysis evaluating the association between mentorship and TPD.

中文翻译：

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职场导师制对教师专业发展的影响——基于66个实验的荟萃分析

目的

本文旨在调查工作场所指导对教师专业发展（TPD）的差异。作者研究了导师制在教师职业发展中的作用，并对相关经验数据进行了荟萃分析。

设计/方法论/途径

作者利用来自 2,900 多名个人、66 个实验和 12 个国家的数据，对工作场所指导与 TPD 之间的关联进行了荟萃分析。

发现

作者得出的结论是，指导活动可以在一定程度上促进 TPD。它为科学和语言学科、幼儿园、个人辅导和课程研究做出了积极贡献。此外，周期不应超过1年。

研究局限性/影响

荟萃分析的结果仅限于短期辅导活动，且样本量不大。根据文献综述和荟萃分析的结果，作者制定了前瞻性调查的研究议程。这包括进一步探索指导与教育工作者专业发展之间的关系势在必行。

实际影响

根据现有文献和荟萃分析结果，作者开发了“课堂专家”TPD 模式的框架。

原创性/价值

这是第一个评估指导与 TPD 之间关联的荟萃分析。