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First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
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First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 146
- Erscheinungstermin: 1. August 1999
- Englisch
- Abmessung: 248mm x 176mm x 10mm
- Gewicht: 272g
- ISBN-13: 9781853466359
- ISBN-10: 1853466352
- Artikelnr.: 26288443
- Verlag: Taylor & Francis
- Seitenzahl: 146
- Erscheinungstermin: 1. August 1999
- Englisch
- Abmessung: 248mm x 176mm x 10mm
- Gewicht: 272g
- ISBN-13: 9781853466359
- ISBN-10: 1853466352
- Artikelnr.: 26288443
Kevan Bleach is a Senior Teacher at Sneyd Community School, Walsall and Visiting Lecturer at Wolverhampton University School of Education.
Part I The Roles and Responsibilities of Induction and Mentoring
Chapter 1 The development of new teacher induction and mentoring
Chapter 2 Models of mentoring
Chapter 3 Teaching competences and teaching standards
Chapter 4 Career Entry Profiles
Chapter 5 From novice teacher to reflective practitioner
Part II Developing Relationships in Induction and Mentoring
Chapter 6 The qualities of effective mentoring
Chapter 7 Communication skills
Chapter 8 Lesson observations
Chapter 9 Reviewing and target-setting
Chapter 10 Critical self-reflection ¿ meanings and intentions
Chapter 11 The value of reflective practice for NQTs
Part III The Management of Induction and Mentoring
Chapter 12 The school as a learning community
Chapter 13 The role of the induction manager/senior mentor
Chapter 14 Selecting and training mentors
Chapter 15 Policies and programmes
Chapter 16 Assessment, resources and quality assurance
Chapter 1 The development of new teacher induction and mentoring
Chapter 2 Models of mentoring
Chapter 3 Teaching competences and teaching standards
Chapter 4 Career Entry Profiles
Chapter 5 From novice teacher to reflective practitioner
Part II Developing Relationships in Induction and Mentoring
Chapter 6 The qualities of effective mentoring
Chapter 7 Communication skills
Chapter 8 Lesson observations
Chapter 9 Reviewing and target-setting
Chapter 10 Critical self-reflection ¿ meanings and intentions
Chapter 11 The value of reflective practice for NQTs
Part III The Management of Induction and Mentoring
Chapter 12 The school as a learning community
Chapter 13 The role of the induction manager/senior mentor
Chapter 14 Selecting and training mentors
Chapter 15 Policies and programmes
Chapter 16 Assessment, resources and quality assurance
Part I The Roles and Responsibilities of Induction and Mentoring
Chapter 1 The development of new teacher induction and mentoring
Chapter 2 Models of mentoring
Chapter 3 Teaching competences and teaching standards
Chapter 4 Career Entry Profiles
Chapter 5 From novice teacher to reflective practitioner
Part II Developing Relationships in Induction and Mentoring
Chapter 6 The qualities of effective mentoring
Chapter 7 Communication skills
Chapter 8 Lesson observations
Chapter 9 Reviewing and target-setting
Chapter 10 Critical self-reflection ¿ meanings and intentions
Chapter 11 The value of reflective practice for NQTs
Part III The Management of Induction and Mentoring
Chapter 12 The school as a learning community
Chapter 13 The role of the induction manager/senior mentor
Chapter 14 Selecting and training mentors
Chapter 15 Policies and programmes
Chapter 16 Assessment, resources and quality assurance
Chapter 1 The development of new teacher induction and mentoring
Chapter 2 Models of mentoring
Chapter 3 Teaching competences and teaching standards
Chapter 4 Career Entry Profiles
Chapter 5 From novice teacher to reflective practitioner
Part II Developing Relationships in Induction and Mentoring
Chapter 6 The qualities of effective mentoring
Chapter 7 Communication skills
Chapter 8 Lesson observations
Chapter 9 Reviewing and target-setting
Chapter 10 Critical self-reflection ¿ meanings and intentions
Chapter 11 The value of reflective practice for NQTs
Part III The Management of Induction and Mentoring
Chapter 12 The school as a learning community
Chapter 13 The role of the induction manager/senior mentor
Chapter 14 Selecting and training mentors
Chapter 15 Policies and programmes
Chapter 16 Assessment, resources and quality assurance