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Mentoring for learning : "Climbing the mountain" /
No doubt, students appreciate the talks they have with their mentors but do they learn from it as well? Conversations can be comforting or confronting, but.
| Clasificación: | Libro Electrónico |
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| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam :
SensePublishers,
2015.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- TABLE OF CONTENTS; INTRODUCTION; OVERVIEW OF THE BOOK; THE CHAPTERS AT A GLANCE; Introductory Chapter; Part 1: Learning from Mentoring Conversations; Part 2: Mentoring Conversation
- A Two Hearted Affair in Professional Education; Part 3: Mentor Professional Development; REVIEW; REFERENCES; 1. KNOWLEDGE BUILDING THROUGH CONVERSATION; KNOWLEDGE AND KNOWING; Professional Knowledge: A Reconsideration; THE NATURE OF PROFESSIONAL KNOWLEDGE; A View on Professional Knowledge as Individual(ly owned) Knowledge; A View of Professional Knowledge as Collaborative Practice
- KNOWLEDGE BUILDING IN COMMUNITIES OF INQUIRYAPPROACHING MENTORING AS CONVERSATION; CONCLUSION; REFERENCES; PART 1: LEARNING FROM MENTORING CONVERSATIONS: DO WE?; TOWARDS PROFESSIONAL SITUATIONAL UNDERSTANDING; 2. MENTORING CONVERSATIONS AND STUDENT TEACHER LEARNING; INTRODUCTION; Mentoring for Proficiency; Learning as a Result of Conversation; THE STUDY; Respondents; Design of the Study; Procedure; Instruments; Data: Content Analysis; Data Inspection; Analysis; RESULTS; Description; DISCUSSION; Mentoring Relationship and Learning Outcomes; Conversational Approach and Learning Outcomes
- IMPLICATIONSACKNOWLEDGEMENT; REFERENCES; 3. ELICITING TEACHERS' PRACTICAL KNOWLEDGE THROUGH MENTORING CONVERSATIONS IN PRACTICUM SETTINGS: A Propositional Discourse Analysis (PDA); INTRODUCTION; MENTORING AS A GENUINE PRACTICE OF TEACHING TO TEACH; Research Perspectives on Mentoring and the Place of Practical Knowledge; Articulation of Practical Knowledge from Teacher Mentoring; A DISCOURSE ANALYSIS FRAMEWORK TO ARTICULATE PRACTICAL KNOWLEDGE; Preliminary Considerations; The Propositional Discourse Analysis (PDA); A. Segmentation of Information; B. Categorization; CONCLUSION
- Teaching Professional Knowledge Needs to Be Learnt ProgressivelyPractical Knowledge Should Be Oriented as a Form of Gaining Expertise (Not Only as a Way of Gathering Experience); REFERENCES; APPENDICES; Abbreviations; 4. FEEDBACK IN THE MENTORING OF TEACHER LEARNING; FEEDBACK FOR TEACHERS; THE POWER OF FEEDBACK IN LEARNING; Focused Feedback; Specific Feedback; Constructive Feedback; TEACHER LEARNING AND FEEDBACK; PARTICIPANTS, METHODS AND ANALYSES; Data and Analyses; TEACHERS' PERCEPTIONS OF USEFUL FEEDBACK IN MENTORING TEACHER LEARNING; Personal Level; Feedback Content; Feedback Mode
- CONCLUSIONREFERENCES; 5. FEEDBACK PROVISION IN MENTORING CONVERSATIONS: Differing Mentor and Student Perceptions on Learning from Mentoring; INTRODUCTION1; MENTORING AND FEEDBACK; AN INTRICATE RELATION; Providing Feedback; Mentoring Approaches in Conversation; METHOD; Instruments; Assessment Orientation Questionnaire; aisal of Feedback Instrument; Mentoring Approach Questionnaire; Open Questions; Procedure; Data Analysis; RESULTS; Feedback and Mentoring Approach; Feedback Acceptance and Use; DISCUSSION AND CONCLUSION; REFERENCES; USE OF FEEDBACK INSTRUMENT
- EVALUATION SCALE