Overview
- Provides a conceptual framework for understanding that learning to mentor is rooted in ideological, political and cultural dimensions
- Offers a unified conceptual framework combining insights from empirical findings and practical experience
- Presents concrete guidelines for a curriculum of learning to mentor in teacher education
- Organized around domains of knowledge competence and performance in mentoring
- Focuses on both learning to mentor in pre-service and in-service education
- Includes supplementary material: sn.pub/extras
Part of the book series: Professional Learning and Development in Schools and Higher Education (PROD, volume 4)
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Table of contents(12 chapters)
About this book
Authors and Affiliations
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Faculty of Education, University of Haifa, Haifa, Israel
Lily Orland-Barak
About the author
My research focuses on the three complementary agendas within the field of Teacher Education: Mentoring and mentored learning, second language teacher learning and curriculum development. These agendas address the call for producing systematic research in the area of teacher education to inform theory, design, and implementation of educational reform and curricular innovation. In the area of mentoring, I have endeavored to conceptualize the passage from teaching to mentoring as a manifestation of the acquisition of professional expertise, as it relates to knowledge development, beliefs, morality, pedagogy, exemplary practice, and contextual and discursive aspects of professional practice . In the area of second language teacher learning, I have focused on aspects of the process of learning to teach a foreign language as related to the development of content knowledge, pedagogical beliefs and knowledge, and pedagogical content knowledge . In the area of curriculum development, I have investigated the impact of educational interventions and new English curricula on English teachers and mentors’ pedagogical content knowledge development. I have also studied the impact of innovative curricular methodologies on graduate students’ learning in the context of Higher Education .
My work as educational researcher in the above fields has contributed to the design of curriculum innovations in the area of mentoring and teacher education in Israel and abroad.
Bibliographic Information
Book Title: Learning to Mentor-as-Praxis
Book Subtitle: Foundations for a Curriculum in Teacher Education
Authors: Lily Orland-Barak
Series Title: Professional Learning and Development in Schools and Higher Education
DOI: https://doi.org/10.1007/978-1-4419-0582-6
Publisher: Springer New York, NY
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer-Verlag US 2010
Hardcover ISBN: 978-1-4419-0581-9Published: 01 March 2010
Softcover ISBN: 978-1-4614-2561-8Published: 03 May 2012
eBook ISBN: 978-1-4419-0582-6Published: 10 March 2010
Series ISSN: 1879-8624
Series E-ISSN: 2543-0556
Edition Number: 1
Number of Pages: X, 200
Number of Illustrations: 20 b/w illustrations