Learning to Mentor-As-PRAXIS
Foundations for a Curriculum in Teacher Education
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ISBN-13:
9781441905819
Veröffentl:
2010
Erscheinungsdatum:
01.03.2010
Seiten:
200
Autor:
Lily Orland-Barak
Gewicht:
530 g
Format:
242x164x25 mm
Sprache:
Englisch
Beschreibung:
The concept of mentoring has undergone a major shift from guide/guided or instructor/protégé arrangements toward more reciprocal, collaborative models. Informed by a robust theoretical framework and real-life examples of successful and ineffective interactions, Learning to Mentor-as-Praxis analyzes in compelling detail how belief systems, ideologies, and values affect the mentoring relationship, why they are critical factors in today's multicultural landscape, and how they can be used in the training of the next generation of mentors. In this proactive framework, learning to mentor is less a process of acquiring discrete skills and more the gaining of an interrelated set of competencies. At the same time, the book emphasizes the evolution of professional development-pre-service, in-service, and higher education-by focusing on these areas:
Provides a conceptual framework for understanding that learning to mentor is rooted in ideological, political and cultural dimensions
Introduction: Learning to Mentor-as-Praxis Foundations for a Curriculum in Teacher Education.- Learning to Mentor as Praxis: Situating the Conversation.- Learning to Mentor-as-Praxis: Toward a Conceptual Framework.- Domain of Appreciation.- Domain of Participation.- Domain of Improvisation.- Reciprocal Connections in Dyadic Interactions.- Reciprocal Connections in Group Interactions.- Toward the Design of a Curriculum on Learning to Mentor.- Records of Mentoring Practices.- Constructivist-Dialogic Pedagogies: Lessons From the Field.- Epilogue: Putting It All Together.
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