Models of Mentoring in Language Teacher Education, Hoa Thi Mai Nguyen
Автор: Parker Lana, Vetter Diane Название: Mentoring Each Other: Teachers Listening, Learning, and Sharing to Create More Successful Classrooms ISBN: 1551383462 ISBN-13(EAN): 9781551383460 Издательство: Taylor&Francis Рейтинг: Цена: 32650.00 T Наличие на складе: Нет в наличии. Описание: Explores ways teachers can collaborate and learn from each other in formal and informal situations. The book demonstrates that a mentoring relationship can benefit both new and experienced teachers. Full of strategies that are practical and easy to implement, it offers solutions to common questions, opportunities, and challenges.
Автор: Liz Dale, Rosie Tanner Название: CLIL Activities: A Resource for Subject and Language Teachers (+ CD-ROM) ISBN: 0521149843 ISBN-13(EAN): 9780521149846 Издательство: Cambridge University Press Рейтинг: Цена: 62510.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Innovative activities for Content and Language Integrated Learning (CLIL) teachers and trainee teachers.
Автор: Tynjala Название: Peer-Group Mentoring for Teacher Development ISBN: 0415529360 ISBN-13(EAN): 9780415529365 Издательство: Taylor&Francis Рейтинг: Цена: 163330.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание:
Supporting new teachers is a common challenge globally and the European Commission has recently emphasised the need to promote a lifelong continuum of teachers' professional development by building bridges between pre-service and in-service teacher education.
Peer-Group Mentoring for Teacher Development introduces and contextualises for an international audience, a new model for teachers' professional development; Peer Group Mentoring, (PGM). It is based on the constructivist view of learning, the idea of shared expertise, and the 'Model of Integrative Pedagogy' which emphasises the integration of different forms of expert knowledge in professional development.
This book explores the theoretical and practical background for developing the peer-group mentoring model, and provides important contextual information about the Finnish school system in which it was conceptualised, and also about teacher education. It presents several empirical studies on applying the PGM model with primary and secondary school teachers in different school contexts, and outlines future challenges; examining peer-group mentoring in the framework of wider practice architectures of teacher education.
The book is an indispensable reference tool for educationalists and education researchers interested in collaborative and dialogic learning, teacher professional development and school administration.
Автор: Mosley Wetzel, Melissa Hoffman, James V. Maloch, Beth Название: Mentoring preservice teachers through practice ISBN: 1138697842 ISBN-13(EAN): 9781138697843 Издательство: Taylor&Francis Рейтинг: Цена: 36740.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание:
Supporting and challenging cooperating teachers to grow in their mentoring and coaching practices with preservice teachers and also in their own work as classroom teachers, this practical guide presents and illustrates the Coaching with CARE model-a framework for reflection and action that helps cultivate a perspective on teaching that puts students at the center of teacher preparation and places value on apprenticeship and participation in learning. The CARE model takes a turn away from traditional evaluation-based "training" approaches, offering a way for cooperating teachers, and facilitators and university teacher educators who work with them, to come together to shape innovative coaching and mentoring experiences for preservice teachers.
Mentoring Preservice Teachers Through Practice, building on the authors' own work with cooperating teachers, is based on the most recent research on learning to teach and supporting preservice teachers and grounded in the realities of teacher education today. Each chapter includes questions for discussion and suggested readings that can be used to explore the focus of the chapter more deeply as well as relevant research reports published by the authors.
Автор: Henning, John E. (university Of Northern Iowa, Usa) Gut, Dianne M. Beam, Pamela C. Название: Building mentoring capacity in teacher education ISBN: 0815366035 ISBN-13(EAN): 9780815366034 Издательство: Taylor&Francis Рейтинг: Цена: 40820.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Veteran teacher educators outline a developmental approach for supporting mentees as they grow in their careers. Part I outlines key components of the mentoring process and Part II demonstrates how those strategies can support mentees at different stages. Included throughout are case studies, activities, and discussion questions.
Автор: Henning, John E. (university Of Northern Iowa, Usa) Gut, Dianne M. Beam, Pamela C. Название: Building mentoring capacity in teacher education ISBN: 0815366027 ISBN-13(EAN): 9780815366027 Издательство: Taylor&Francis Рейтинг: Цена: 163330.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Veteran teacher educators outline a developmental approach for supporting mentees as they grow in their careers. Part I outlines key components of the mentoring process and Part II demonstrates how those strategies can support mentees at different stages. Included throughout are case studies, activities, and discussion questions.
Автор: Matthew DeJong Название: Continued Momentum: Teaching as Mentoring: How Teachers Engage in the Mentoring of Students ISBN: 9463003916 ISBN-13(EAN): 9789463003919 Издательство: Brill Рейтинг: Цена: 51800.00 T Наличие на складе: Невозможна поставка. Описание: The position of teacher demonstrates a broader role within schools, the education system and the community. It is in our educators’ capacity, resources, knowledge and networks that they can provide for, and meet the needs of, students better than any other societal program or group. While mentoring practices are usually limited to “at-risk” students, research suggests a more robust understanding of the needs of students, as well as teachers as practitioners. With a discussion focused on the relevant literature, insight from both practicing teachers who mentor their students and students who were mentored by their teachers, Continued Momentum: Teaching as Mentoring explores the dimensions of how teachers mentor their students. Matthew DeJong is an author, filmmaker, travel writer, and award-winning educator. His research interests include mentoring and, most recently, how schools can become the epicentres of community mentoring in cross-cultural environments.
Автор: Matthew DeJong Название: Continued Momentum: Teaching as Mentoring: How Teachers Engage in the Mentoring of Students ISBN: 9463003924 ISBN-13(EAN): 9789463003926 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: The position of teacher demonstrates a broader role within schools, the education system and the community. It is in our educators’ capacity, resources, knowledge and networks that they can provide for, and meet the needs of, students better than any other societal program or group. While mentoring practices are usually limited to “at-risk” students, research suggests a more robust understanding of the needs of students, as well as teachers as practitioners. With a discussion focused on the relevant literature, insight from both practicing teachers who mentor their students and students who were mentored by their teachers, Continued Momentum: Teaching as Mentoring explores the dimensions of how teachers mentor their students. Matthew DeJong is an author, filmmaker, travel writer, and award-winning educator. His research interests include mentoring and, most recently, how schools can become the epicentres of community mentoring in cross-cultural environments.
Автор: Wetzel Название: Mentoring Preservice Teachers Through Practice ISBN: 1138697834 ISBN-13(EAN): 9781138697836 Издательство: Taylor&Francis Рейтинг: Цена: 163330.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание:
Supporting and challenging cooperating teachers to grow in their mentoring and coaching practices with preservice teachers and also in their own work as classroom teachers, this practical guide presents and illustrates the Coaching with CARE model--a framework for reflection and action that helps cultivate a perspective on teaching that puts students at the center of teacher preparation and places value on apprenticeship and participation in learning. The CARE model takes a turn away from traditional evaluation-based "training" approaches, offering a way for cooperating teachers, and facilitators and university teacher educators who work with them, to come together to shape innovative coaching and mentoring experiences for preservice teachers.
Mentoring Preservice Teachers Through Practice, building on the authors' own work with cooperating teachers, is based on the most recent research on learning to teach and supporting preservice teachers and grounded in the realities of teacher education today. Each chapter includes questions for discussion and suggested readings that can be used to explore the focus of the chapter more deeply as well as relevant research reports published by the authors.
Автор: Bates Название: Agency in Teacher Supervision and Mentoring ISBN: 0415788218 ISBN-13(EAN): 9780415788212 Издательство: Taylor&Francis Рейтинг: Цена: 148010.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Offering an in-depth examination of field supervision and the role of the university supervisors in preparing teachers, this book addresses the challenges of providing novice teachers with quality supervision through the support and guidance of teacher education programs.
Автор: Andrea L. Tyler, Stephen D. Hancock, Sonyia Richardson Название: Seeing The HiddEn Minority: Increasing the Talent Poolthrough Identity,Socialization, and Mentoring Constructs ISBN: 1641139498 ISBN-13(EAN): 9781641139496 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 87780.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: The participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating.
Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students’ in preK-12 and post-secondary landscapes. Section 1-Socialization Social discourse concerning how male and females are supposed to enact their socially sanctioned roles is being played out daily in educational institutions. Individuals who chose STEM education and STEM careers are constantly battling this social discourse. It is necessary for P-20 STEM spaces to examine and integrate understanding of socialization within the larger societal culture for systemic and lasting change to happen. Section 2-Mentoring A nurturing process in which a more skilled or more experienced person, serving as a role model teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter’s academic, professional and/or personal development. Section 3-Identity Research focusing on identity constructs in STEM has become more common, especially as it relates to student retention and attrition. Researchers have been able to use identity as a way to examine how social stigma can cause students to (dis)identify within STEM spaces.
Автор: Andrea L. Tyler, Stephen D. Hancock, Sonyia Richardson Название: Seeing The HiddEn Minority: Increasing the Talent Poolthrough Identity,Socialization, and Mentoring Constructs ISBN: 164113948X ISBN-13(EAN): 9781641139489 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 47130.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: The participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating.
Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students’ in preK-12 and post-secondary landscapes. Section 1-Socialization Social discourse concerning how male and females are supposed to enact their socially sanctioned roles is being played out daily in educational institutions. Individuals who chose STEM education and STEM careers are constantly battling this social discourse. It is necessary for P-20 STEM spaces to examine and integrate understanding of socialization within the larger societal culture for systemic and lasting change to happen. Section 2-Mentoring A nurturing process in which a more skilled or more experienced person, serving as a role model teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter’s academic, professional and/or personal development. Section 3-Identity Research focusing on identity constructs in STEM has become more common, especially as it relates to student retention and attrition. Researchers have been able to use identity as a way to examine how social stigma can cause students to (dis)identify within STEM spaces.
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