This book assists mentors to develop their mentoring skills, offering guidance needed to support the development of beginning teachers in early years, primary, and secondary schools in the Scottish education system, as well as supporting all teachers in their career-long professional learning.
This book assists mentors to develop their mentoring skills, offering guidance needed to support the development of beginning teachers in early years, primary, and secondary schools in the Scottish education system, as well as supporting all teachers in their career-long professional learning.
Sandra Eady is a Senior Lecturer in the Division of Psychology, Sociology and Education at Queen Margaret University, Scotland. Jane Essex is a Senior Lecturer in Chemistry Education at the University of Strathclyde, Scotland. Kay Livingston is a Professor of Educational Research Policy and Practice in the School of Education at the University of Glasgow, Scotland. Margaret McColl is a Senior Lecturer in Museum and Art Education in the School of Education at the University of Glasgow, Scotland.
Inhaltsangabe
1. The place of mentoring in Scottish education 1. What do we mean by mentoring? The context for mentoring in Scotland 2. The Scottish approach to mentoring in early phase teacher education: an overview and critique 3. From student to employed teacher 2. Mentoring at each stage of a teacher's career 4. 'Meet my mentor' - the student teacher's view 5. Mentoring new teachers in Scotland 6. Mentoring in the career-long professional learning phase of teacher education 7. Mentoring for leadership 3. Different facets of impactful mentoring 8. Supporting sustained teacher development through reflection 9. Mentoring through dialogue 10. Collaborative professional learning through observing practice 11. Giving feedback that feeds forward 12. Much more than results: towards a fluidity of practice 13. Digital and remote models of mentoring
1. The place of mentoring in Scottish education 1. What do we mean by mentoring? The context for mentoring in Scotland 2. The Scottish approach to mentoring in early phase teacher education: an overview and critique 3. From student to employed teacher 2. Mentoring at each stage of a teacher's career 4. 'Meet my mentor' - the student teacher's view 5. Mentoring new teachers in Scotland 6. Mentoring in the career-long professional learning phase of teacher education 7. Mentoring for leadership 3. Different facets of impactful mentoring 8. Supporting sustained teacher development through reflection 9. Mentoring through dialogue 10. Collaborative professional learning through observing practice 11. Giving feedback that feeds forward 12. Much more than results: towards a fluidity of practice 13. Digital and remote models of mentoring
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