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100316s2010 xxu| s |||| 0|eng d |
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|a 9781441905826
|9 978-1-4419-0582-6
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|a 10.1007/978-1-4419-0582-6
|2 doi
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|a LB1024.2-1050.75
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|a LB1705-2286
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|a 370.711
|2 23
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|a Orland-Barak, Lily.
|e author.
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|a Learning to Mentor-as-Praxis
|b Foundations for a Curriculum in Teacher Education /
|c by Lily Orland-Barak.
|h [electronic resource] :
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| 250 |
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|a 1.
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| 264 |
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|a Boston, MA :
|b Springer US,
|c 2010.
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| 300 |
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|a X, 200p. 20 illus.
|b online resource.
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| 336 |
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
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|a text file
|b PDF
|2 rda
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| 490 |
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|a Professional Learning and Development in Schools and Higher Education ;
|v 4
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| 505 |
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|a Dedication -- Foreword -- Acknowledgements -- CH 1. Introduction: Learning To Mentor- As- Praxis: Foundations For A Curriculum In Teacher Education -- CH 2. Learning To Mentor As Praxis: Situating The Conversation -- CH 3. Learning To Mentor-As-Praxis: Towards A Conceptual Framework -- CH 4. Domain Of Appreciation -- CH 5. Domain Of Participation -- CH 6. Domain Of Improvisation -- CH 7. Reciprocal Connections In Dyadic Interactions -- CH 8. Reciprocal Connections In Group Interactions -- CH 9. Towards The Design Of A Curriculum On Learning To Mentor -- CH 10. Records Of Mentoring Practices -- CH 11. Constructivist-Dialogic Pedagogies: Lessons From The Field -- CH 12. Epilogue: Putting It All Together -- References.
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|a The concept of mentoring has undergone a major shift from guide/guided or instructor/protǧ ̌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<U+0019>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<U+0014>pre-service, in-service, and higher education<U+0014>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.
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| 650 |
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|a Education.
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| 650 |
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|a Curriculum planning.
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|a Education.
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| 650 |
2 |
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|a Teaching and Teacher Education.
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| 650 |
2 |
4 |
|a Curriculum Studies.
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| 710 |
2 |
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|a SpringerLink (Online service)
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| 773 |
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|t Springer eBooks
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| 776 |
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8 |
|i Printed edition:
|z 9781441905819
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| 830 |
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|a Professional Learning and Development in Schools and Higher Education ;
|v 4
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| 856 |
4 |
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|u https://ezaccess.library.uitm.edu.my/login?url=http://dx.doi.org/10.1007/978-1-4419-0582-6
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|a ZDB-2-SHU
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| 950 |
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|a Humanities, Social Sciences and Law (Springer-11648)
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