Learning to Mentor-as-Praxis. Professional Learning and Development in Schools and Higher Education, Vol 4 - 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 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. TOC:Dedication.- Foreword.- Acknowledgements.- CH 1. Introduction: Learning To Mentor- As- Praxis: Foundations For A Curriculum In Teacher Education.- CH 2. Learning To Mentor As Praxis: Situating The Conversation.- CH 3. Learning To Mentor-As-Praxis: Towards A Conceptual Framework.- CH 4. Domain Of Appreciation.- CH 5. Domain Of Participation.- CH 6. Domain Of Improvisation.- CH 7. Reciprocal Connections In Dyadic Interactions.- CH 8. Reciprocal Connections In Group Interactions.- CH 9. Towards The Design Of A Curriculum On Learning To Mentor.- CH 10. Records Of Mentoring Practices.- CH 11. Constructivist-Dialogic Pedagogies: Lessons From The Field.- CH 12. Epilogue: Putting It All Together.- References