This book investigates a number of case studies of language mentoring in action with a view to prompting readers to reflect upon their own practice as teacher educators. Recent research on mentoring, teacher effectiveness, language teaching and language teacher education is combined to provide a background to the case studies, helping to illuminate general principles and issues.
Table of Content
Glossary of Abbreviations
Introduction: Or Why Another Book on Mentoring?
Part 1: The Context
1.1 A Local and National Context with International Implications
1.2 What Makes a Good Language Teacher?
1.3 Learning to be a Language Teacher
1.4 The Intuitively Theoretical Mentor
Part 2: Developing Pedagogical Content Knowledge in Mentoring
Introduction to Part 2
2.1 Keeping Pace with Development Through the Weekly Meetings
2.2 Providing Feedback
2.3 Towards Departmental Consistency of Good Practice in Observing Student Teacher Lessons
2.4 Focusing on the Learner
2.5 Good Teachers Can Wear Turquoise Socks or When Good Mentoring is Simply Not Enough
Part 3: Mentors in Action
Introduction to Part 3
3.1 Reassuring the Student Teacher That Everyone Experiences Difficulties
3.2 Being There
3.3 Reflective Practice and Collaboration
3.4 Probing Theories in Practice
3.5 A Tutor in Action
Part 4: Towards a Better Future?
4.1 Towards a Better Future?
Bibliography
Index
About the author
Carol Gray joined the University of Birmingham in 1993 after 12 years of teaching languages in comprehensive, independent and special schools. Her development from classroom practitioner to lecturer in education thus parallels the growth of partnership and of mentoring. Alongside her PGCE work she teaches on Masters level modules in MFL Curriculum Development and in Mentoring.
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