Learning to mentor-as-praxis: foundations for a curriculum in teacher education
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Springer Science+Business Media
2010
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| Schriftenreihe: | Professional learning and development in schools and higher education
4 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XV, 237 S. Ill., graph. Darst. 235 mm x 155 mm |
| ISBN: | 9781441905819 9781441905826 |
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Datensatz im Suchindex
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| adam_text | CONTENTS 2 3 INTRODUCTION: LEARNING TO MENTOR-AS-PRAXIS FOUNDATIONS FOR
A CURRICULUM IN TEACHER EDUCATION . . 1.1 LNTRODUCTION..................
1.2 LEARNING TO MENTOR: EXTENDED MEANINGS ... 1.3 CHARACTERIZING THE
LANDSCAPE OF MENTORING: A PORTRAYAL OF THE LITERATURE . 1.4 THE
DISCURSIVE CHARACTER OF GENERIC ATTRIBUTES 1.5 BACK TO FATIN S STORY .
1.6 UNFOLDING MENTOR S DIALOGICAL JOURNEY: BEYOND HOMER . 1.7 LEARNING
TO MENTOR: DOMAINS OF PRAXIS 1.8 FOUNDATIONS FOR A CURRICULUM. 1.9 FOCUS
AND AUDIENCE . LEARNING TO MENTOR AS PRAXIS: SITUATING THE CONVERSATION
2.1 LOOKING BACK . 2.2 CONTINUING THE CONVERSATION . 2.3 APPROACHES TO
MENTORING: COMPETING PERSPECTIVES ON A PRACTICE. . . . . . . . . . . . .
. . . . . . . . 2.4 APPRENTICESHIP-INSTRUCTIONAL APPROACHES: COMMON
SENSE AND APPLIED VIEWS . 2.5 PERSONAL GROWTH/INSIDE-OUT APPROACHES:
PHILOSOPHICAL VIEWS 2.6 RETIECTIVE AND COLLABORATIVE APPROACHES:
PRACTICAL AND CRITICAL VIEWS . LEARNING TO MENTOR-AS-PRAXIS: TOWARD A
CONCEPTUAL FRAMEWORK . . . . . . . . . . . . . . . . . . . . . . 3.1
PRAXIS AND SOCIAL THEORIES OF LEARNING ..... 3.2 SITUATING PRAXIS IN THE
PHILOSOPHICAL DISCOURSE 3.3 PRAXIS AS DIALECTICS AND PHRONESIS . 3.4
DOMAINS OF PRAXIS IN MENTORING: BEYOND THE ACQUISITION 01 SKILLS . 3.5
FOUNDATIONS FOR DOMAINS 01 LEARNING TO MENTOR AS PRAXIS. 3.6
REPRESENTING MENTORING AS A DISCURSIVE PRACTICE . 3.7 TOWARD AN EXTENDED
CONCEPTUAL FRAMEWORK . I I 2 3 8 8 9 9 11 12 15 15 16 16 17 18 19 23 23
24 24 26 26 28 30 XI XII 4 DOMAIN OF APPRECIATION . . . . . . . . . . .
. . . . . . . . 4.1 THE DISCURSIVE CHARACTER OF APPRECIATION IN
MENTORING 4.1.1 APPRECIATING AS POSITIONING IN DIALOGUE . . . . 4.1.2
APPRECIATING AS CONSTRUING IN DIALOGUE .... 4.2 APPRECIATING A MENTORING
TEXT: PUTTING IT ALL TOGETHER 4.3 READING A MENTORING SITUATION . .
4.3.1 A DEVELOPMENTAL JOURNEY. . . . . 4.3.2 UNPACKING THE JOURNEY .
4.3.3 SOMETHING IS NOT WORKING OUT. .. 4.4 RECOGNIZING AND CONFRONTING
GAPS BETWEEN THE MENTOR AND THE MENTEE S CODES AND NORMS OF BEHAVIOR
..... 4.5 TYPIFYING THE MENTORING CONTEXT AND SIGNIFYING EMERGENT
COOPERATIVE BREAKDOWNS . . . . . . . . . . . . . . . . 4.6 REFRAMING
PERSPECTIVES ON INGRAINED ASSUMPTIONS AND IDEOLOGIES . . . . . . . . . .
. . . . . . . . . . . . 4.7 TAKING PERSPECTIVE: MAKING EDUCATED
CONJECTURES AND CONNECTING THE PARTS TO THE WHOLE . . . . . . . . . . .
. . 4.8 APPRAISING PEDAGOGICAL PRACTICES. . . . . . . . . . . . . . . .
4.9 REFRAMING RIGID VIEWS ABOUT EFFECTIVE PEDAGOGICAL PRACTICES 4.10
RECOGNIZING ROLE BOUNDARIES. . . . . . . . . . . . . . 4.10.1 EVALUATING
MENTORING INTERVENTIONS AS ROOTED IN MORAL STANCES . 4.11 SIGNIFYING
CONTRADICTORY AND COMPETING ACCOUNTABILITIES . 4.12 OBSERVING
PEDAGOGICAL PRACTICES . 4.12.1 CONTEMPLATING TO BUILD REPERTOIRES OF
PRACTICE 4.13 RECORDING APPROPRIATE MODES OF SUPPORT . . . . 4.13.1
ANTICIPATING CONTRADICTIONS AND MAKING EDUCATIONAL CONSTRUALS 5 DOMAIN
OF PARTICIPATION . . . . . . . . . . . . . . . . 5.1 THE DISCURSIVE
CHARACTER OF PARTICIPATION IN MENTORING 5.1.1 PARTICIPATION AS
POSITIONING IN DIALOGUE . 5.1.2 PARTICIPATION AS CONSTRUING IN DIALOGUE
. 5.2 PARTICIPATING IN DIALOGUE: PUTTING IT ALL TOGETHER 5.3 MEDIATING
PERSONS, CONTEXT, AND CONTENT ... 5.3.1 VALIDATING AND AFFIRMING
INTERACTIONS 5.3.2 CARRYING OUT AGENCY . . . . . . . . . 5.3.3
APPROPRIATING MEDIATION TOOLS TO RECONCILE BETWEEN DIFFERENT TEXTS . 5.4
ASSUMING DIVERSE SUPPORTIVE ROLES . 5.4.1 RECOGNIZING CULTURALLY DIVERSE
TEXTS AND PRIVILEGED DISCOURSES . . . . . . . . . . . . 5.4.2
INTERVENING GUIDED BY A SENSE OF COMMITMENT AND RESPONSIBILITY. . . . .
. . . . . . . 5.4.3 ACTIVISM INFORMED BY AN ETHICS OF CARE .... CONTENTS
31 31 32 32 34 36 37 38 38 39 40 41 43 44 45 46 49 51 52 53 54 55 59 59
60 61 62 64 64 66 68 70 71 75 77 CONLENLS XIII 5.5 MANAGING
ACCOUNTABILITIES . . . . . . . . . . . . . . . . . 79 5.5.1 NEGOTIATING
CONTRADICTIONS IN INTERACTION . . . . . . 79 5.5.2 DEALING WITH
CONFLICTS OF LOYALTY AND COMMITMENT IN AGENCY ROLES . . . . . . . . . .
. . . . . . . . . 81 5.6 ESTABLISHING AND SUSTAINING PROFESSIONAL
RELATIONSHIPS . . 83 5.6.1 ATTENDING TO CULTURALLY YALUED TEXTS IN
POTENTIALLY INTIMIDATING INTERACTIONS . . . . . . . . . . . . . 83 5.6.2
ENGAGING IN YALIDATING AND AFFIRMING RECIPROCAL COMMUNAL LEARNING 84
5.6.3 APPROPRIATING TEXTS FROM TEACHING, MENTORING, AND LEADERSHIP
INTERDISCURSIVCLY . . . . . . . . 86 6 7 DOMAIN OF IMPROVISATION . . . .
. . . . . . . . . . . . . . 6.1 THE DISCURSIVE CHARACTER OF
IMPROVISATION IN MENTORING 6.1.1 IMPROVISING AS POSITIONING IN DIALOGUE
.. 6.1.2 IMPROVISING AS CONSTRUING IN DIALOGUE .. 6.2 IMPROVISING IN
DIALOGUE: PUTTING IT ALL TOGETHER . 6.3 TUNING IN . 6.3.1 CONNECTING
EMOTIONALLY AND PROFESSIONALLY TO RESPOND TO CONTEXTUAL DIFFERENCES ...
6.3.2 TRANSLATING BEHAVIOR INTO HERE AND NOW MODES OF ASSISTANCE . 6.4
ARTICULATING TEACHING, LEARNING, AND SUBJECT MATTER . 6.4.1 ANALYZING
PRACTICE SYSTEMATICALLY . 6.4.2 RESPONDING TO CONNECTIONS BETWEEN
THEORETICAL CONCEPTS AND PRACTICES IN ACTION . 6.4.3 ENCOURAGING THE
MENTEE TO RATIONALIZE ACTION. 6.5 RESPONDING ON THE SPOT . 6.5.1
INTERVENING TO MITIGATE CONFLICTS . 6.6 FOREGROUNDING CONNECTIONS
BETWEEN CULTURAL CODES, YALUES, STRATEGIE AND PEDAGOGIC REASONING 6.6.1
CALLING UP ON KNOWLEDGE AND PROCEDURES TO DEMONSTRATE AND DIRECT ACTION
RECIPROCAI CONNECTIONS IN DYADIC INTERACTIONS 7.1 RECIPROCAL CONNECTIONS
BETWEEN APPRECIATION, PARTICIPATION, AND IMPROVISATION IN DYADIC
LEARNING CONVERSATIONS . . . . . . . . . . . . . . . . . 7.2 THE DYADIC
LEARNING CONVERSATION . . . . . . . . . . 7.2.1 RECIPROCITY IN LEARNING
CONVERSATIONS .... 7.3 TWO INSTANCES OF RECIPROCAL LEARNING IN ONE
DYADIC CONVERSATION . 7.3.1 RECIPROCAL LEARNING TO CONSTRUE KNOWLEDGE
ABOUT CONDUCTING WORKSHOPS . . . . . . . . . . . . . . . 7.3.2
RECIPROCAL LEARNING ABOUT DISCOURSE PROCESSES .. 7.4 CONDITIONS TOR
SUSTAINING RECIPROCAL CONNECTIONS IN ACTION 89 90 91 92 93 95 96 98 101
102 104 105 107 107 111 113 117 117 117 118 119 119 121 122 XIV CONTENTS
7.5 APPRECIATION, PARTICIPATION, AND IMPROVISATION AS RECIPROCALLY
ESTABLISHED IN DYADIC SUBJECT MATTER MENTORING 123 7.5.1 SILENCED VOICES
AND TEXTS IN CONVERSATION 123 127 8 RECIPROCAL CONNECTIONS IN GROUP
INTERACTIONS . . . 8.1 RECIPROCAL CONNECTIONS BETWEEN APPRECIATION,
PARTICIPATION, AND IMPROVISATION IN COLLABORATIVE PROFESSIONAL
CONVERSATIONS . . . . . . . . . . . . . . . . . 127 8.2 GROUP
CONVERSATIONS AS CONTEXTS FOR PROFESSIONAL LEARNING 127 8.2. J
CONVERSATION AS SPACES FOR DIALOGUE IN PROFESSIONAL CONVERSATIONS . .
. . . . . . . . . . . . .. 128 8.3 APPRECIATION, PARTICIPATION, AND
IMPROVISATION AS CONSTITUTED IN PUBLIC SPACE: LEARNING IN AND FROM GROUP
MENTORING CONVERSATIONS . . . . . . . . . . . . 130 8.3.1 LEARNING IN
AND FROM GROUP MENTORING CONVERSATIONS . 134 8.4 MENTORING STUDENT
TEACHERS: MISSED OPPORTUNITIES FOR LEARNING IN AND FROM GROUP
CONVERSATIONS . . . . . . . 134 8.4.1 TURN TAKING OVER COLLABORATIVE
DISCOURSE: MISSED OPPORTUNITIES FOR A LEARNING DIALOGUE IN GROUP
CONVERSATIONS . . . . . . . . . . . . . . . . . . . 141 9 TOWARD THE
DESIGN OF A CURRICULUM ON LEARNING TO MENTOR 9.1 FOUNDATIONS TOR
LEARNING TO MENTOR-AS-PRAXIS 9.2 PROFESSIONAL LEARNING-AS-PRAXIS 9.2.1
THEORETICAL LEARNING IN PRACTICE .. 9.2.2 PRACTICAL LEARNING IN PRACTICE
.... 9.2.3 ACADEMIC LEARNING AT THE UNIVERSITY 9.3 PRINCIPLES UNDERLYING
PROFESSIONAL LEARNING-AS- PRAXIS 9.4 PRINCIPLES UNDERLYING THE DESIGN OF
LEARNING SETTINGS AND TASKS . . . . . . . . . . . . . . . . . . . . .
9.5 CONSTRUCTIVIST FRAMEWORKS IN ACADEMIC SETTINGS 9.6 COURSE DESIGN:
RATIONALE 9.6.1 GOALS . 9.6.2 OUTCOMES . 9.6.3 SELECTION OF PARTICIPANTS
9.7 EVALUATION OF PROFESSIONAL LEARNING 9.7.1 PRINCIPLES UNDERLYING
AUTHENTIE ASSESSMENT . 9.7.2 AUTHENTIE ASSESSMENT TASKS IN ACADEMIC
COURSES FOR MENTORS . . . . . LORECORDS OF MENTORING PRACTICES 10.1
CONSTRUCTIVIST PEDAGOGIES . . 10.2 USING CASES IN ACADEMIC LEARNING .
10.2.1 PROCESS AND CONTENT. . . . . 10.2.2 INSIGHTS GAINED . 10.2.3
CONSTRUCTIVIST PRINCIPLES IN A PEDAGOGY OF CASES . 143 144 144 144 145
145 146 147 148 152 152 153 154 155 155 156 159 159 160 161 161 162
CONLENLS 10.3 10.4 10.5 10.6 10.7 10.8 USING CRITICAL INCIDENTS ...
10.3.1 PROCESS AND CONTENT. 10.3.2 INSIGHTS GAINED ... USING PORTFOLIO
IN ACADEMIC LEARNING 10.4.1 PROCESS AND CONTENT . . . . . . 10.4.2
INSIGHTS GAINED ABOUT PROCESSES AND PRODUCTS IN PORTFOLIO WRITING .
10.4.3 CONSTRUCTIVIST PRINCIPLES IN THE USE OF PORTFOLIO TASKS USING
VISUALS IN ACADEMIC LEARNING 10.5.1 PROCESS AND CONTENT . 10.5.2
INSIGHTS GAINED . 10.5.3 USING VISUALS TO CONSTRUCT KNOWLEDGE . USING
VIDEO IN THEORETICAL LEARNING IN PRACTICE 10.6.1 PROCESS AND CONTENT .
10.6.2 INSIGHTS GAINED . 10.6.3 THE USE OF VIDEO IN CONSTRUCTIVIST
PEDAGOGY USING STORY . 10.7.1 PROCESS AND CONTENT. 10.7.2 INSIGHTS
GAINED . 10.7.3 INSIGHTS GAINED . MODALITIES AND PROCESSES OF KNOWLEDGE
CONSTRUCTION 10.8.1 APPRECIATION, PARTICIPATION, AND IMPROVISATION IN
ACADEMIC LEARNING TASKS . . . . . . . . . . 10.8.2 ACADEMIC SUPERVISION
IN PRACTICE . 10.8.3 APPRECIATION, PARTICIPATION, AND IMPROVISATION IN
THEORETICAL LEARNING IN PRACTICE .... 10.8.4 FORMS OF APPRECIATION AND
IMPROVISATION IN PRACTICAL LEARNING IN PRACTICE . . . . . . . . . . . .
. . 10.8.5 APPRECIATION, PARTICIPATION, AND IMPROVISATION AS SHAPED BY
THEORETICAL AND PRACTICAL PROFESSIONAL LEARNING XV 164 165 166 166 167
170 170 171 171 172 174 175 176 176 178 178 179 180 180 181 181 185 191
195 198 11 CONSTRUCTIVIST-DIALOGIC PEDAGOGIES: LESSONS FROM THE FIELD .
. . .. 20 I 11.1 THE IDEAL OF CONSTRUCTIVIST PEDAGOGY: WH AT SHOULD GO
RIGHT. .. ? . 201 11.2 FACING THE REAL: BUT. .. WHAT CAN GO WRONG?? 202
11.2.1 ETHICS AND APPROPRIATENESS OF IMPOSING REFLECTIVE APPROACHES
202 11.2.2 CONSTRUCTIVIST DISCOURSES IN A PROBLEM-SOLVING CONTEXT . 203
11.2.3 WH AT CAN GO WRONG IN CONSTRUCTIVIST PEDAGOGY IN ACADEMIC
MENTORING CONTEXTS? 204 12 EPILOGUE: PUTTING IT ALL TOGETHER . 207
REFERENCES 209 INDEX . . . 225
|
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| illustrated | Illustrated |
| indexdate | 2024-07-09T21:40:15Z |
| institution | BVB |
| isbn | 9781441905819 9781441905826 |
| language | English |
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| oclc_num | 373482505 |
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| physical | XV, 237 S. Ill., graph. Darst. 235 mm x 155 mm |
| publishDate | 2010 |
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| publisher | Springer Science+Business Media |
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| series | Professional learning and development in schools and higher education |
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| spelling | Orland-Barak, Lily Verfasser aut Learning to mentor-as-praxis foundations for a curriculum in teacher education Lily Orland-Barak New York [u.a.] Springer Science+Business Media 2010 XV, 237 S. Ill., graph. Darst. 235 mm x 155 mm txt rdacontent n rdamedia nc rdacarrier Professional learning and development in schools and higher education 4 Mentoring in education Lehrerbildung (DE-588)4035093-9 gnd rswk-swf Lehrerbildung (DE-588)4035093-9 s DE-604 Professional learning and development in schools and higher education 4 (DE-604)BV023243064 4 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017607574&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Orland-Barak, Lily Learning to mentor-as-praxis foundations for a curriculum in teacher education Professional learning and development in schools and higher education Mentoring in education Lehrerbildung (DE-588)4035093-9 gnd |
| subject_GND | (DE-588)4035093-9 |
| title | Learning to mentor-as-praxis foundations for a curriculum in teacher education |
| title_auth | Learning to mentor-as-praxis foundations for a curriculum in teacher education |
| title_exact_search | Learning to mentor-as-praxis foundations for a curriculum in teacher education |
| title_full | Learning to mentor-as-praxis foundations for a curriculum in teacher education Lily Orland-Barak |
| title_fullStr | Learning to mentor-as-praxis foundations for a curriculum in teacher education Lily Orland-Barak |
| title_full_unstemmed | Learning to mentor-as-praxis foundations for a curriculum in teacher education Lily Orland-Barak |
| title_short | Learning to mentor-as-praxis |
| title_sort | learning to mentor as praxis foundations for a curriculum in teacher education |
| title_sub | foundations for a curriculum in teacher education |
| topic | Mentoring in education Lehrerbildung (DE-588)4035093-9 gnd |
| topic_facet | Mentoring in education Lehrerbildung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017607574&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV023243064 |
| work_keys_str_mv | AT orlandbaraklily learningtomentoraspraxisfoundationsforacurriculuminteachereducation |