‘Uses metaphor to connect the reader in a personal way with the intricacies of mentoring—a powerful catalyst for reflection.’
—Hal Portner, Educational Consultant
‘Sets the stage for the reader with a thoughtful, proactive context for carrying on the work of mentor.’
—Tom Ganser, Director, Office of Field Experiences, University of Wisconsin-Whitewater
‘What the text does so well is enable mentors to deeply consider their role and how they live this role within their interactions with new teachers.’
—Debra Pitton, Associate Professor of Education, Gustavus Adolphus College
Deepen your mentoring practice with this innovative new approach!
Effective mentoring requires planned and mindful attention to the ways in which one′s knowledge, skills, and experience can be passed on to new teachers. Stressing the importance of deep reflection on one′s mentoring practice, the award-winning authors offer eight models/metaphors that mentors can customize to meet the individual needs of their mentees. Proven strategies and real-life stories help teacher educators, trainers, and mentors to:
- Meet the diverse needs of mentor/mentee relationships
- Develop helpful mentoring tools
- Continue to reflect, learn, and grow as mentors
This resource is sure to inspire critical conversation and fresh insights among all mentors committed to professional growth for themselves and their fellow teachers.
表中的内容
Foreword by Jeffrey Glanz
Preface
Acknowledgments
About the Authors
1. Reflecting On Your Mentoring Practice: The Story of My Mother’s Gravy
Why Is Mentoring So Important?
How Do You Enhance Your Mentoring Skills?
Why Is It Important to Be Reflective About One’s Mentoring?
Chapter 1 Exercises
2. Exploring the Complexity of Mentoring: What it Takes to Be an Effective Mentor
Creating an Educative Mentoring Context
Guiding a Mentee’s Professional Knowledge Development
Nurturing the Development of a Mentee’s Professional Dispositions
Summary
Chapter 2 Exercises
3. Mentor as Story Weaver: The Case of Darby
With Darby Claire Delane
The Mentor
The Mentee
The Context
The Metaphor: A Story Weaver
A Glimpse of Darby, Esteban, and the Story Weaver Metaphor in Action
Summary
For Discussion
4. Mentor as Jigsaw Puzzle Enthusiast: The Case of Kevin
With Kevin Berry
The Mentor
The Mentee
The Context
The Metaphor: A Jigsaw Puzzle Enthusiast
A Glimpse of Kevin, Tina, and the Jigsaw Puzzle Enthusiast Metaphor in Action
A Glimpse of Kevin, Joseph, and the Jigsaw Puzzle Enthusiast Metaphor in Action
A Glimpse of Kevin, Margaret, and the Jigsaw Puzzle Enthusiast Metaphor in Action
A Glimpse of Kevin, Crystal, and the Jigsaw Puzzle Enthusiast Metaphor in Action
Summary
5. Mentor as Tailor: The Case of Robin
With Jennifer Jacobs
The Mentor
The Mentee
The Context
The Metaphor: A Tailor
A Glimpse of Robin, Diane, and the Tailor Metaphor in Action
Summary
For Discussion
6. Mentor as Coach: The Case of Tracy
With Tracy Norman
The Mentor
The Mentee
The Context
The Metaphor: A Coach
A Glimpse of Tracy, Jen, and the Coach Metaphor in Action
Summary
For Discussion
7. Mentor as Mirror: The Case of Claudia
The Mentor
The Mentee
The Context
The Metaphor: A Mirror
A Glimpse of Claudia, Julia, and the Mirror Metaphor in Action
For Discussion
8. Mentor as Interior Designer: The Case of Paige
With Angela Gregory
The Mentor
The Mentee
The Context
The Metaphor: An Interior Designer
A Glimpse of Paige, Yolanda, and the Interior Design Metaphor in Action
Summary
For Discusson
9. Mentor as Real Estate Agent: The Case of Wesley
The Mentor
The Mentees
The Context
The Metaphor: A Real Estate Agent
A Glimpse of Wesley, His Mentees, and the Real Estate Agent Metaphor in Action
Summary
For Discussion
10. Reflecting on a Mentoring Practice: The Story of the Artist
Building a Mentor’s Pedagogical Toolbox
How You Continue Learning and Growing as a Mentor
Chapter 10 Exercises
References
Index
关于作者
Nancy Fichtman Dana is currently professor of education in the School of Teaching and Learning at the University of Florida, Gainesville. She began her career in education as an elementary school teacher in Hannibal Central Schools, New York. Since earning her Ph D from Florida State University in 1991, she has been a passionate advocate for teacher inquiry and has worked >extensively in supporting schools, districts and universities in implementing powerful programs of job-embedded professional development through inquiry across the United States and in several countries, including China, South Korea, Belgium, Portugal, The Netherlands, Slovenia, and Estonia. She has published ten books and over 100 articles in professional journals and edited books focused on her research exploring teacher and principal professional development and practitioner inquiry. Dana has received many honors, including the Association of Teacher Educator’s Distinguished Research in Teacher Education Award and the National Staff Development Council (now Learning Forward) Book of the Year Award, both honoring Dana and Yendol-Hoppey’s work related to practitioner inquiry.
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