Dedication Foreword Acknowledgements Chapter 1. Introduction: Learning To Mentor- As- Praxis Foundations For A Curriculum In Teacher Education Chapter 2. Learning To Mentor As Praxis: Situating The Conversation Chapter 3. Learning To Mentor-As-Praxis: Towards A Conceptual Framework Chapter 4. Domain Of Appreciation Chapter 5. Domain Of Participation Chapter 6. Domain Of Improvisation Chapter 7. Reciprocal Connections In Dyadic Interactions Chapter 8. Reciprocal Connections In Group Interactions Chapter 9. Towards The Design Of A Curriculum On Learning To Mentor Chapter 10. Records Of Mentoring Practices Chapter 11. Constructivist-Dialogic Pedagogies: Lessons From The Field Chapter 12. Epilogue: Putting It All Together References
Lily Orland-Barak offers us a breathtaking work of science ?ction. Or perhaps I should say 'science and ?ction. ' The science side of the equation employs sophisticated technique for observing and describing interpersonal and intrapersonal dynamics among professionals in education. Both dramatic and seemingly ordinary episodes in the lives of teachers in relational tension with one another are analyzed with scienti?c care, precision, and insight. The scienti?c study of mentoring is like the scienti?c study of soap bubbles - their formation, growth, and sudden exit from the visible world with a nearly soundless 'pop!' Scienti?c and intellectual tools can be used to describe and predict the behavior of soap bubbles, to study their colors, shapes, surface tension, and tiny mass. The same is true of the study of mentoring. But in both cases, the greatest care must be taken to avoid popping the almost m- ically elegant form - to avoid destroying the delicate relationship by rushing in, by heavy attempts at control, or by premature dissection, or even by paying attention too intensely to a private, personal relationship. Mentoring is best studied by being still, by listening with authentic interest, and by using our peripheral vision. The science and the scientist have done their best work here. The ?ction side of this ?ne book gives life to telling examples of mentoring in action.
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