Dimensions/Scales |
Number of items |
Examples of items |
Learning and regulation activities |
A. |
Proactive, broad use of the mentor |
5 |
I ask my mentor how he or she would deal with the same teaching situation.The practical suggestions my mentor offers to solve a certain problem are always useful in some way. |
B. |
Independent search for conceptual information |
5 |
I search for theoretical information by myself to improve my knowledge about teaching and related issues.I read more about teaching than the prescribed literature on the program. |
C. |
Actively relating theory to practice |
3 |
The theory that is discussed during mentoring activities helps me to interpret my teaching experiences better.The way I want to teach now is the result of constantly connecting theoretical knowledge to my teaching experiences. |
D. |
Developing views/ideas through discussion |
4 |
I search for theoretical information by myself to improve my knowledge about teaching and related issues.I aproach teachers in my school to ask what they think about certain educational innovations. |
E. |
Pupil-oriented evaluation criteria |
3 |
My satisfaction with a lesson is largely determined by the extent to which a good working climate is present in the classroom.I am particularly satisfied with a lesson when pupils' engagement during lessons signals that the subject matter has come across. |
Emotion regulation |
F. |
Avoidance (recoded) |
5 |
I try to determine my own contribution to a lesson that went wrong.After a lesson that has gone badly, I try to find a solution for the next lesson. |
G. |
Preoccupation |
4 |
It takes a while before I have processed a bad teaching experience.When a lesson gets out of hand in terms of classroom management, I feel taken aback. |