小学新入职教师最需要有人能在他每天的工作环境中提供最相关、最直接和最有效的支持、反馈与帮助，因此许多学校在培养他们的过程中不约而同选择了师徒制，对其进行职业的专业化。然而学术界对师徒制的“运行过程”的研究仍有不足。本研究基于栖居制度主义理论视角，采用质性研究中的个案研究方式，以京西市滨州区的云杉小学为研究情境，选取了三对师徒作为主要的研究参与者，使用访谈法、观察法和实物收集法等方法收集资料，通过分析外部组织环境相同的三对师徒基于教师师徒制的共同理解，探讨师徒制实施过程以及师徒双方的互动类型、互动关系与生成机制。

       通过对资料的情境和类属分析，研究发现：学校和区域层面会从教学常规、教师职称和绩效考核等方面为师徒制的实施加压，对于师徒双方的行为制约具有一定的强制性。但是与教师们直接经济利益挂钩的，具有明确完成时间节点和评价标准的行政事务和教学事项等更强势的问责会让行动者基于现实情境反复权衡，基于被视为理所当然的惯例化的意义和地方性意义理解行事。三对师徒在外部制度环境的限制下，在行动和互动中建构出“单向型”、“社群型”、“程序型”三种地方性制度意义，分别呈现出支持关系、对话关系、工具关系的互动关系。同时，这些不同的地方性意义生成于不同学科组的集体文化之中，前两种互动类型所在的英语学科组表现出“关注专业学习与合作”的集体文化，第三种互动类型所在的数学学科组呈现出“敷衍了事”的集体文化，隐性的文化秩序也是他们的意义来源。

      基于上述研究结论，本研究认为推动师徒制制度建设的完善需要在国家层面制定相关的政策文本，加强督促与评价，保障实施过程；在区域层面适当整合师资培训内容与方式，加强教师培养一体化建设；在学校层面变革实施方案，积极探索更契合本校教师的活动方式。

      The novice elementary school teacher needs most of all someone who can provide the most relevant, direct and effective support, feedback and assistance in his daily work environment, so many schools have coincidentally opted for a mentoring system to professionalize their careers in the process of grooming them. However, there is still a lack of academic research on the "operational process" of teacher mentoring. This study, based on the perspective of the inhabited institutionalism theory, adopts the case study method in qualitative research, and takes Yun Shan Elementary School in Binzhou District of Jingxi City as the research context. Three pairs of mentors and mentees are selected as the main research participants, and the data are collected by means of interview, observation and artifact collection. By analyzing the common understanding of three pairs of mentor teachers and the student teachers in the same external organizational environment, this study discusses the implementation process of mentoring system and the types, relations and generation mechanism of the interaction between mentors and mentees.

      Through the contextual and categorical analysis of the data, the research finds that schools and regions will exert pressure on the implementation of mentoring system from the aspects of teaching routine, professional title and performance evaluation, which has certain mandatory constraints on the behavior of both mentors and mentees. But stronger accountability for administrative and pedagogical matters that have a direct financial interest in teachers, with a clear timeline for completion and evaluation criteria, leads actors to weigh in on the realities of the situation, and to take for granted conventional and local understandings of meaning. Under the restriction of the external institutional environment, the three pairs of mentors and mentees construct three kinds of local institutional meanings in their actions and interactions: "one-way", "community" and "procedural", showing the interactions of supportive, dialogical and instrumental relationships. At the same time, these different local meanings are generated in the collective culture of different disciplinary groups. The English subject group where the first two interaction types are located shows the collective culture of "paying attention to professional learning and cooperation", while the mathematics subject group where the third interaction type is located exhibits "perfunctory", and the implicit cultural order is also the source of their meaning.

      Based on the above research conclusions, this study believes that to promote the improvement of the construction of the mentoring system, it is necessary to formulate relevant policy texts at the national level, strengthen supervision and evaluation, and guarantee the implementation process. Integrate the content and methods of teacher training appropriately at the regional level, and strengthen the integrated construction of teacher training; Change the implementation plan at the school level, and actively explore activities that are more suitable for our teachers.