Learning to Mentor-as-Praxis (Record no. 110218)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 03769nam a22004815i 4500 |
| 001 - CONTROL NUMBER | |
| control field | 978-1-4419-0582-6 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | DE-He213 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20140220084502.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr nn 008mamaa |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 100316s2010 xxu| s |||| 0|eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781441905826 |
| -- | 978-1-4419-0582-6 |
| 024 7# - OTHER STANDARD IDENTIFIER | |
| Standard number or code | 10.1007/978-1-4419-0582-6 |
| Source of number or code | doi |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1024.2-1050.75 |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1705-2286 |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | JNMT |
| Source | bicssc |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | EDU046000 |
| Source | bisacsh |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | EDU024000 |
| Source | bisacsh |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.711 |
| Edition number | 23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Orland-Barak, Lily. |
| Relator term | author. |
| 245 10 - TITLE STATEMENT | |
| Title | Learning to Mentor-as-Praxis |
| Medium | [electronic resource] : |
| Remainder of title | Foundations for a Curriculum in Teacher Education / |
| Statement of responsibility, etc | by Lily Orland-Barak. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 1. |
| 264 #1 - | |
| -- | Boston, MA : |
| -- | Springer US, |
| -- | 2010. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | X, 200p. 20 illus. |
| Other physical details | online resource. |
| 336 ## - | |
| -- | text |
| -- | txt |
| -- | rdacontent |
| 337 ## - | |
| -- | computer |
| -- | c |
| -- | rdamedia |
| 338 ## - | |
| -- | online resource |
| -- | cr |
| -- | rdacarrier |
| 347 ## - | |
| -- | text file |
| -- | |
| -- | rda |
| 490 1# - SERIES STATEMENT | |
| Series statement | Professional Learning and Development in Schools and Higher Education ; |
| Volume number/sequential designation | 4 |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 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. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | 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. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Curriculum planning. |
| 650 14 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education. |
| 650 24 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Teaching and Teacher Education. |
| 650 24 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Curriculum Studies. |
| 710 2# - ADDED ENTRY--CORPORATE NAME | |
| Corporate name or jurisdiction name as entry element | SpringerLink (Online service) |
| 773 0# - HOST ITEM ENTRY | |
| Title | Springer eBooks |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Display text | Printed edition: |
| International Standard Book Number | 9781441905819 |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Professional Learning and Development in Schools and Higher Education ; |
| Volume number/sequential designation | 4 |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | http://dx.doi.org/10.1007/978-1-4419-0582-6 |
| 912 ## - | |
| -- | ZDB-2-SHU |
No items available.