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/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...
| Main Author: | |
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| Format: | eBook |
| Language: | Inglés |
| Published: |
New York :
Springer Science
2010.
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| Edition: | 1st ed. 2010. |
| Series: | Professional learning and development in schools and higher education ;
v. 4. |
| Subjects: | |
| See on Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009455668806719 |
Table of Contents:
- 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.
