Professional Learning and Development in Schools and Higher Education

Learning to Mentor-as-Praxis

Foundations for a Curriculum in Teacher Education

Authors: Orland-Barak, Lily

  • 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
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eBook $149.00
price for USA (gross)
  • ISBN 978-1-4419-0582-6
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $199.00
price for USA
  • ISBN 978-1-4419-0581-9
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $199.00
price for USA
  • ISBN 978-1-4614-2561-8
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
About this book

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.

About the authors

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.

Table of contents (12 chapters)

  • Introduction: Learning to Mentor-as-Praxis Foundations for a Curriculum in Teacher Education

    Orland-Barak, Lily

    Pages 1-13

  • Learning to Mentor as Praxis: Situating the Conversation

    Orland-Barak, Lily

    Pages 15-21

  • Learning to Mentor-as-Praxis: Toward a Conceptual Framework

    Orland-Barak, Lily

    Pages 23-30

  • Domain of Appreciation

    Orland-Barak, Lily

    Pages 31-57

  • Domain of Participation

    Orland-Barak, Lily

    Pages 59-88

Buy this book

eBook $149.00
price for USA (gross)
  • ISBN 978-1-4419-0582-6
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $199.00
price for USA
  • ISBN 978-1-4419-0581-9
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $199.00
price for USA
  • ISBN 978-1-4614-2561-8
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
Learning to Mentor-as-Praxis
Book Subtitle
Foundations for a Curriculum in Teacher Education
Authors
Series Title
Professional Learning and Development in Schools and Higher Education
Series Volume
4
Copyright
2010
Publisher
Springer US
Copyright Holder
Springer-Verlag US
eBook ISBN
978-1-4419-0582-6
DOI
10.1007/978-1-4419-0582-6
Hardcover ISBN
978-1-4419-0581-9
Softcover ISBN
978-1-4614-2561-8
Edition Number
1
Number of Pages
X, 200
Number of Illustrations and Tables
20 b/w illustrations
Topics