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Author: Lily Orland-Barak
Publisher: Springer Science & Business Media
ISBN: 1441905820
Category : Education
Languages : en
Pages : 248
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Book Description
Lily Orland-Barak offers us a breathtaking work of science ?ction. Or perhaps I should say ‘science and ?ction. ’ The science side of the equation employs sophisticated technique for observing and describing interpersonal and intrapersonal dynamics among professionals in education. Both dramatic and seemingly ordinary episodes in the lives of teachers in relational tension with one another are analyzed with scienti?c care, precision, and insight. The scienti?c study of mentoring is like the scienti?c study of soap bubbles – their formation, growth, and sudden exit from the visible world with a nearly soundless ‘pop!’ Scienti?c and intellectual tools can be used to describe and predict the behavior of soap bubbles, to study their colors, shapes, surface tension, and tiny mass. The same is true of the study of mentoring. But in both cases, the greatest care must be taken to avoid popping the almost m- ically elegant form – to avoid destroying the delicate relationship by rushing in, by heavy attempts at control, or by premature dissection, or even by paying attention too intensely to a private, personal relationship. Mentoring is best studied by being still, by listening with authentic interest, and by using our peripheral vision. The science and the scientist have done their best work here. The ?ction side of this ?ne book gives life to telling examples of mentoring in action.
Author: Lily Orland-Barak
Publisher: Springer Science & Business Media
ISBN: 1441905820
Category : Education
Languages : en
Pages : 248
Get Book Here
Book Description
Lily Orland-Barak offers us a breathtaking work of science ?ction. Or perhaps I should say ‘science and ?ction. ’ The science side of the equation employs sophisticated technique for observing and describing interpersonal and intrapersonal dynamics among professionals in education. Both dramatic and seemingly ordinary episodes in the lives of teachers in relational tension with one another are analyzed with scienti?c care, precision, and insight. The scienti?c study of mentoring is like the scienti?c study of soap bubbles – their formation, growth, and sudden exit from the visible world with a nearly soundless ‘pop!’ Scienti?c and intellectual tools can be used to describe and predict the behavior of soap bubbles, to study their colors, shapes, surface tension, and tiny mass. The same is true of the study of mentoring. But in both cases, the greatest care must be taken to avoid popping the almost m- ically elegant form – to avoid destroying the delicate relationship by rushing in, by heavy attempts at control, or by premature dissection, or even by paying attention too intensely to a private, personal relationship. Mentoring is best studied by being still, by listening with authentic interest, and by using our peripheral vision. The science and the scientist have done their best work here. The ?ction side of this ?ne book gives life to telling examples of mentoring in action.
Author: Fiona C. Chambers
Publisher: Routledge
ISBN: 1351697366
Category : Sports & Recreation
Languages : en
Pages : 262
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Book Description
Learning to Mentor in Sports Coaching is an innovative, user-friendly, practical and theoretical guide for educating sports coaches as mentors. It is the first book to employ design thinking techniques to develop a new approach to mentor education in sports coaching. Providing theoretical grounding in mentoring conversations, design thinking and case study research, the book centres on a series of redesigned mentoring conversations between some of the world’s leading sports coaching experts, coach educators, mentors and mentees. It covers topics such as: supporting novice volunteer coaches’ learning the learning needs of novice volunteer coaches and novice professional coaches professional communities of learning in coaching the impact of coaching behaviours on learning environments autonomy-supportive learning environments coaching children, young people and adults Closing with a critique of the sports coach mentor as design thinker, Learning to Mentor in Sports Coaching is important reading for any upper-level student or researcher working in sports coaching, sports pedagogy or youth sport, and any coach looking to integrate sound mentoring theory into their professional practice.
Author: Harm Tillema
Publisher: Springer
ISBN: 9463000585
Category : Education
Languages : en
Pages : 355
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Book Description
No doubt, students appreciate the talks they have with their mentors but do they learn from it as well? Conversations can be comforting or confronting, but
Author: Jeana Kriewaldt
Publisher: Springer
ISBN: 9811054843
Category : Education
Languages : en
Pages : 256
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Book Description
This book describes, problematises and theorises professional practice research in a range of Australian settings to provide evidence of robust, wide-ranging and contemporary approaches to professional experience in initial teacher education. It presents the latest research and evidence from those currently involved in innovative programmes designed to provide alternatives to meet local challenges during professional experience in teacher education. As the professional experience process is framed quite differently across Australian teacher education programmes, these cross-institutional accounts of collaboration, innovation and success make a major contribution to the field, both nationally and internationally. The book was developed from a research workshop funded by an Australian Association for Research in Education grant and organised by the Teacher Education Research and Innovation Special Interest Group.
Author: Juanjo Mena
Publisher: Springer Nature
ISBN: 303079833X
Category : Education
Languages : en
Pages : 300
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Book Description
This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.
Author:
Publisher: BRILL
ISBN: 9004405364
Category : Education
Languages : en
Pages : 344
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Book Description
The essence of this book is to shed light on the nature of current educational practices from a variety of theoretical perspectives. Both teachers and their trainers provide a better understanding of teacher training and learning processes. Mutual interrelations and the provision of knowledge between academia and schools are essential for merging discourses and aligning positions, whereby turning practice into theory and theory into practice in today’s teaching is vital for suitably responding to multiple issues and increasingly diverse contexts. The array of studies from around the world compiled in this volume allow readers to find common ground, discover shared concerns, and define goals. Studying teaching practice and training in different contexts reveals the state-of-the-art practices and identifies those issues that enable educators to understand the complexities involved. The chapters examine the development of our knowledge and understanding of teaching practices, at the same time as analysing engaging learning environments, the sustainability of learning and teaching practices, and highlighting new practices based on the use of ICTs. The diverse teaching contexts considered in this compilation of international research are organized according to the following topics: Teaching occupational learning and knowledge; Teacher beliefs and reflective thinking; and Innovative teaching procedures. The contributors are Laura Sara Agrati, Dyann Barras, Verónica Basilotta Gómez-Pablos, Benignus Bitu, Robyn Brandenburg, Heather Braund, Michael Cavanagh, Chiou-hui Chou, Jean Clandinin, Leah L. Echiverri, Maria Flores, Francisco García Peñalvo, María García-Rodríguez, Ana García-Valcárcel, Stephen Geofroy, Raquel Gómez, Jenna Granados, Hafdís Guðjónsdóttir, Jukka Husu, Jóhanna Karlsdóttir, Keith Lane, Celina Lay, Samuel Lochan, Marta Martín-del-Pozo, Ella Mazor, Sharon M. McDonough, Lennox McLeod, Juanjo Mena, Wendy Moran, Brian Mundy, Nkopodi Nkopodi, Lily Orland-Barak, Edda Óskarsdóttir, Samuel O. Oyoo, Stefinee Pinnegar, Eleftherios Soleas, Lystra Stephens-James, Linda Turner, Antoinette Valentine-Lewis, and Sarah Witt.
Author: Hoa Thi Mai Nguyen
Publisher: Springer
ISBN: 3319441515
Category : Education
Languages : en
Pages : 226
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Book Description
This volume examines the theoretical and practical issues related to mentoring/peer mentoring as a support and development strategy for both pre-service and in-service language teachers, and thereby offers a practical and empirical introduction to the field. A stimulating and thorough examination of mentoring and peer mentoring, integrating theory and practice as applied in language teacher education in an Asian specific context. The author discusses findings from a variety of qualitative and quantitative research studies in the light of previous research and in the context of teacher learning theories. Teachers, teacher educators, teacher trainers, supervisory coordinators and administrators will find practical advice, while the volume will be a valuable source of research information for researchers in teacher education and EFL teacher education, in particular for those who wish to employ mentoring or peer mentoring as an approach to teachers’ professional development.
Author: Sandra Eady
Publisher: Routledge
ISBN: 1000574121
Category : Education
Languages : en
Pages : 203
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Book Description
This book assists mentors in developing their mentoring skills, offering guidance needed to support the development of beginning teachers in early years, primary and secondary schools in the Scottish education system, as well as supporting all teachers in their career-long professional learning. Based on research and evidence, Mentoring Teachers in Scotland explores and discusses the knowledge, skills and understanding that underpin mentoring that is responsive to individual mentees' needs. The book includes reflective activities to enable mentors to consider the application of mentoring processes in their own practice, as well as case studies and other learning activities. This book is a valuable source of support and inspiration for all those involved in mentoring and sustaining teachers’ professional development at all stages of their career. Key topics explored include: roles and responsibilities of mentors within the Scottish education system, and the Scottish model of teaching and teacher development; developing a mentor–mentee relationship; guiding beginning teachers in Scotland through the mentoring processes; strategies for observation, analysis and reflection on practice; and mentoring for beginning teachers and career-long professional learning. Mentoring Teachers in Scotland offers an accessible and practical guide to mentoring teachers in Scotland that aims to support, inspire and guide mentors and mentees.
Author: Julie E. Owen
Publisher: John Wiley & Sons
ISBN: 1119073359
Category : Education
Languages : en
Pages : 120
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Book Description
Critically examine the intersections of learning and leadership. Using L. Dee Fink's taxonomy of signicant learning as a scaffold, experts in leadership education explain connections between emerging scholarship of teaching and learning and current trends in leadership, how to develop a more complex understanding of the levers of leadership learning, the environments that promote meaningful and measurable leadership learning, and the evidence behind such a practice. This volume examines: the role of leadership educator, the roles of authenticity (being true to one’s self) and criticality in education (interrogating beliefs and questioning power dynamics), select learning theories and their implications for leadership learning, and strategies for constructing leadership-related learning outcomes and assessing leadership learning. The Jossey-Bass quarterly report series New Directions for Student Leadership explores leadership concepts and pedagogical topics of interest to high school and college leadership educators. Issues are grounded in scholarship and feature practical applications and best practices in youth and adult leadership education.
Author: Michael Evans
Publisher: Cambridge University Press
ISBN: 1107626552
Category : Education
Languages : en
Pages : 209
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Book Description
Summary: "Initial teacher education continues to elicit strong views and contested prescriptions, with judgements made increasingly on the basis of intrnational comparisons. Against this background of educational debate and polemic, there is a need for insoighrts gained from research-based qualitative accounts of the processes and practice taking place in high-performing instituitions and contexts. Teacher Education and Pedagogy combines critical discussion of transformative processes of teacher education policy and planning with fine-grained analysis of effective practice" -- Book cover.
