Learning to Mentor-as-Praxis Foundations for a Curriculum in Teacher Education /
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...
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| Format: | Electronic |
| Language: | English |
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Boston, MA :
Springer US,
2010.
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| Edition: | 1. |
| Series: | Professional Learning and Development in Schools and Higher Education ;
4 |
| Subjects: | |
| Online Access: | https://ezaccess.library.uitm.edu.my/login?url=http://dx.doi.org/10.1007/978-1-4419-0582-6 |
Table of Contents:
- 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.