By Lily Orland-Barak

The idea of mentoring has passed through a huge shift from guide/guided or instructor/protégé preparations towards extra reciprocal, collaborative versions. trained via a powerful theoretical framework and real-life examples of profitable and useless interactions, Learning to Mentor-as-Praxis analyzes in compelling element how trust structures, ideologies, and values impact the mentoring courting, why they're serious elements in today’s multicultural panorama, and the way they are often utilized in the learning of the subsequent new release of mentors. during this proactive framework, studying to mentor is much less a means of buying discrete talents and extra the gaining of an interrelated set of expertise. whilst, the e-book emphasizes the evolution development—pre-service, in-service, and better education—by concentrating on those areas:

  • Sociocultural and contextual features of mentoring
  • Literature overview: acts and employer in mentoring
  • Appreciation, participation, and improvisation: the major domain names of praxis
  • Building reciprocal interactions in dyads and groups
  • Using demanding situations, paradoxes, and impasses
  • Guidelines for designing and imposing a curriculum in mentor education

A daring reappraisal of present thought and perform and a brand new conceptualization of mentoring as domain names of appreciation, participation and improvisation in praxis, Learning to Mentor-as-Praxis belongs in each educational library and at the cabinets of researchers and pros in mentoring, instructor schooling, and curriculum development.

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Additional resources for Learning to Mentor-as-Praxis: Foundations for a Curriculum in Teacher Education

Example text

Apprenticeship Identifying patterns of behavior. 6 Reflective and Collaborative Approaches: Practical and Critical Views 21 Learning to mentor in this critical extended sense, thus, attends to how ideologies, rituals, values, belief systems, and behaviors play out in mentoring interactions of different social, cultural, ethnic, and religious backgrounds. In this sense, reflective critical and practical views resonate with a conception of praxis, as a reflexive encounter stranded in tensions and dilemmas at the intersection between personal theories and pedagogical action.

2 Fig. 1 Approaches to mentoring and generic attributes of the practice Enhancing apprenticeship of observation processes. Mentor /of mentors as a caring role model figure. Assuming diverse supportive roles Identifying relevant systems of support for a particular community of practice. Identifying particular needs, lacks, and wants in order to find appropriate modes of support for a particular context Documenting standard-based evidence of professional learning. Recording appropriate modes of support Identifying contradictions and breakdowns while attending to emergent tensions and gaps.

Glass, 2001, p. 16). As such, it calls for the integration of practice and theory, for combining reflection and action, and for working with the people and working to cause change (Seng, 1998). Praxis connotes with the pedagogical idea of dialogue not merely as the encounter of two subjects who look for meanings, but also as an encounter which is predominantly social and takes place in ‘praxis’– in participation, action, and reflection; in cultural responsiveness; and in social transformation (Gaddoti, 1996).

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