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This book is an instructional guide for designing and implementing
mentoring programs that support clinically-based teacher education.
Veteran teacher educators John E. Henning, Dianne M. Gut, and Pam
C. Beam outline a developmental approach for supporting mentees as
they grow in their careers from teacher candidates to early-career
teachers and teacher leaders. Mentors will learn how professional
development occurs and how to create the conditions to foster and
accelerate it. In Part I, chapters outline key components of the
mentoring process, including strategies for engaging, coaching,
co-teaching, and encouraging reflection. Part II demonstrates how
those strategies can support mentees at different stages of their
development. Included throughout are case studies, activities, and
discussion questions to facilitate learning.
This book is an instructional guide for designing and implementing
mentoring programs that support clinically-based teacher education.
Veteran teacher educators John E. Henning, Dianne M. Gut, and Pam
C. Beam outline a developmental approach for supporting mentees as
they grow in their careers from teacher candidates to early-career
teachers and teacher leaders. Mentors will learn how professional
development occurs and how to create the conditions to foster and
accelerate it. In Part I, chapters outline key components of the
mentoring process, including strategies for engaging, coaching,
co-teaching, and encouraging reflection. Part II demonstrates how
those strategies can support mentees at different stages of their
development. Included throughout are case studies, activities, and
discussion questions to facilitate learning.
In response to changes in the workforce, scholars are calling for
mentoring that is more fluid, flexible, and responsive to the needs
of diverse groups of individuals, whether culturally (Kochan &
Pascarelli, 2012; Kochan, Searby, George, & Mitchell Edge,
2015) or intergenerationally (Thorpe, 2012) diverse. With these
changes, there are greater demands for intergenerational and
intercultural collaboration and mentoring. One response to these
changes is to take a more collaborative, interactive, and
transformational approach to mentoring. In response, this book
provides a model for collaborative mentoring, based on
best-practice, grounded in theory and research, and framed by the
Dynamic Model of Collaborative Mentorship. Each chapter provides a
description of one of the five components of the mentoring model
which are grounded in theory and include: agency, values,
engagement, patterns, and roles. Individual chapters provide
resources, prompts and questions to guide reflection, and suggested
readings. This book is authored by four individuals who work,
research, and write as a team. The book itself is the product of
their mentoring research as well as their mentoring practice in
action. It is current and timely, focusing on team processes which
are collaborative, dynamic, reflective, and continuously developing
and evolving.
In response to changes in the workforce, scholars are calling for
mentoring that is more fluid, flexible, and responsive to the needs
of diverse groups of individuals, whether culturally (Kochan &
Pascarelli, 2012; Kochan, Searby, George, & Mitchell Edge,
2015) or intergenerationally (Thorpe, 2012) diverse. With these
changes, there are greater demands for intergenerational and
intercultural collaboration and mentoring. One response to these
changes is to take a more collaborative, interactive, and
transformational approach to mentoring. In response, this book
provides a model for collaborative mentoring, based on
best-practice, grounded in theory and research, and framed by the
Dynamic Model of Collaborative Mentorship. Each chapter provides a
description of one of the five components of the mentoring model
which are grounded in theory and include: agency, values,
engagement, patterns, and roles. Individual chapters provide
resources, prompts and questions to guide reflection, and suggested
readings. This book is authored by four individuals who work,
research, and write as a team. The book itself is the product of
their mentoring research as well as their mentoring practice in
action. It is current and timely, focusing on team processes which
are collaborative, dynamic, reflective, and continuously developing
and evolving.
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