Learning to mentor-as-praxis: foundations for a curriculum in teacher education

For the past two decades or so, there has been a growing concern for understanding the interaction between ideology, morality, and political agendas and teacher education. An integral component of teacher education, mentoring aligns with the above concerns and has expanded from definition of a one-on-one relationship between an expert and a novice. Now, the role of the mentor refers to both formal and informal mentoring relationships between teachers and pupils, teachers and teachers, supervisors and teachers, and is utilized in both pre-service and in-service levels, ranging from modeling and instructing to information sources, co-thinkers and inquirers, evaluators, supervisors, and learningcompanions both in the context of pre-service and in-service education. Provides a conceptual framework for understanding that learning to mentor is rootedin ideological, political and cultural dimensions Offers a unified conceptualframework combining insights from empirical findings and practical experiencePresents concrete guidelines for a curriculum of learning to mentor in teacher education Organizing around domains of knowledge competence and performance in mentoring INDICE: Foreward.- Preface.- Introduction.- Learning to Mentor: Beyond Homer.- Learning to Mentor: Domains of Praxis.- Focus and Organization.- Learningto Mentor-as-Praxis: Situating the conversation.- Learning to Mentor-as-Praxis: Towards a conceptural framework.- Learning to Mentor-as-Praxis: Appreciation and record.- Learning to Mentor-as-Praxis: Participation.- Learning to Mentor-as-Praxis: Improvisation and Response.- Foundations for a Curriculum.- Conditions for Professional Learning.- Guidelines for Design.- Guidelines for Procedures.- Putting It All Together.

• ISBN: 978-1-4419-0581-9
• Editorial: Springer
• Encuadernacion: Cartoné
• Páginas: 210
• Fecha Publicación: 01/09/2009
• Nº Volúmenes: 1
• Idioma: Inglés