000 03769nam a22004815i 4500
001 978-1-4419-0582-6
003 DE-He213
005 20140220084502.0
007 cr nn 008mamaa
008 100316s2010 xxu| s |||| 0|eng d
020 _a9781441905826
_9978-1-4419-0582-6
024 7 _a10.1007/978-1-4419-0582-6
_2doi
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aEDU024000
_2bisacsh
082 0 4 _a370.711
_223
100 1 _aOrland-Barak, Lily.
_eauthor.
245 1 0 _aLearning to Mentor-as-Praxis
_h[electronic resource] :
_bFoundations for a Curriculum in Teacher Education /
_cby Lily Orland-Barak.
250 _a1.
264 1 _aBoston, MA :
_bSpringer US,
_c2010.
300 _aX, 200p. 20 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aProfessional Learning and Development in Schools and Higher Education ;
_v4
505 0 _aIntroduction: 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 _aThe 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 _aEducation.
650 0 _aCurriculum planning.
650 1 4 _aEducation.
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aCurriculum Studies.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781441905819
830 0 _aProfessional Learning and Development in Schools and Higher Education ;
_v4
856 4 0 _uhttp://dx.doi.org/10.1007/978-1-4419-0582-6
912 _aZDB-2-SHU
999 _c110218
_d110218