Orland-Barak, Lily.
Learning to Mentor-as-Praxis Foundations for a Curriculum in Teacher Education / [electronic resource] : by Lily Orland-Barak. - 1. - X, 200p. 20 illus. online resource. - Professional Learning and Development in Schools and Higher Education ; 4 . - Professional Learning and Development in Schools and Higher Education ; 4 .
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.
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: Sociocultural and contextual aspects of mentoring Literature review: acts and agency in mentoring Appreciation, participation, and improvisation: the key domains of praxis Building reciprocal interactions in dyads and groups Using challenges, paradoxes, and impasses Guidelines for designing and implementing a curriculum in mentor education A bold reappraisal of current theory and practice and a new conceptualization of mentoring as domains of appreciation, participation and improvisation in praxis, Learning to Mentor-as-Praxis belongs in every academic library and on the shelves of researchers and professionals in mentoring, teacher education, and curriculum development.
9781441905826
10.1007/978-1-4419-0582-6 doi
Education.
Curriculum planning.
Education.
Teaching and Teacher Education.
Curriculum Studies.
LB1024.2-1050.75 LB1705-2286
370.711
Learning to Mentor-as-Praxis Foundations for a Curriculum in Teacher Education / [electronic resource] : by Lily Orland-Barak. - 1. - X, 200p. 20 illus. online resource. - Professional Learning and Development in Schools and Higher Education ; 4 . - Professional Learning and Development in Schools and Higher Education ; 4 .
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.
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: Sociocultural and contextual aspects of mentoring Literature review: acts and agency in mentoring Appreciation, participation, and improvisation: the key domains of praxis Building reciprocal interactions in dyads and groups Using challenges, paradoxes, and impasses Guidelines for designing and implementing a curriculum in mentor education A bold reappraisal of current theory and practice and a new conceptualization of mentoring as domains of appreciation, participation and improvisation in praxis, Learning to Mentor-as-Praxis belongs in every academic library and on the shelves of researchers and professionals in mentoring, teacher education, and curriculum development.
9781441905826
10.1007/978-1-4419-0582-6 doi
Education.
Curriculum planning.
Education.
Teaching and Teacher Education.
Curriculum Studies.
LB1024.2-1050.75 LB1705-2286
370.711