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.
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam :
SensePublishers,
2015.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | 1 online resource (xvi, 346 pages) |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9789463000581 9463000585 |
Internformat
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| 245 | 0 | 0 | |a Mentoring for learning : |b "Climbing the mountain" / |c edited by Harm Tillema, Gert J. van der Westhuizen, and Kari Smith. |
| 264 | 1 | |a Rotterdam : |b SensePublishers, |c 2015. | |
| 264 | 4 | |c ©2015 | |
| 300 | |a 1 online resource (xvi, 346 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 347 | |a text file |b PDF |2 rda | ||
| 504 | |a Includes bibliographical references. | ||
| 588 | 0 | |a Online resource; title from PDF title page (SpringerLink, viewed May 7, 2015). | |
| 520 | |a 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. | ||
| 505 | 0 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 650 | 0 | |a Mentoring in education. |0 http://id.loc.gov/authorities/subjects/sh86003460 | |
| 650 | 6 | |a Mentorat en éducation. | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Mentoring in education |2 fast | |
| 700 | 1 | |a Tillema, Harm, |e editor. |1 https://id.oclc.org/worldcat/entity/E39PCjFDYDdj33rqbKG6qkqtPP |0 http://id.loc.gov/authorities/names/n2005057713 | |
| 700 | 1 | |a Van der Westhuizen, G. J., |e editor. |1 https://id.oclc.org/worldcat/entity/E39PCjxvDh9Trc34WQYPW6t8BX |0 http://id.loc.gov/authorities/names/n83141462 | |
| 700 | 1 | |a Smith, Kari, |e editor. | |
| 758 | |i has work: |a Mentoring for learning (Text) |1 https://id.oclc.org/worldcat/entity/E39PCG4k6qVB8gJcCHXHdqfHFq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Mentoring for learning : "Climbing the Mountain". |d Rotterdam, Netherlands ; Massachusetts, [Massachusetts] ; Taipei, [Taiwan] : Sense Publishers, ©2015 |h xvi, 346 pages |z 9789463000567 |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EDU-ocn908542092 |
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| _version_ | 1816797225865445376 |
| adam_text | |
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| author2 | Tillema, Harm Van der Westhuizen, G. J. Smith, Kari |
| author2_role | edt edt edt |
| author2_variant | h t ht d w g j v dwgj dwgjv k s ks |
| author_GND | http://id.loc.gov/authorities/names/n2005057713 http://id.loc.gov/authorities/names/n83141462 |
| author_facet | Tillema, Harm Van der Westhuizen, G. J. Smith, Kari |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1731 |
| callnumber-raw | LB1731.4 |
| callnumber-search | LB1731.4 |
| callnumber-sort | LB 41731.4 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EDU |
| contents | 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 |
| ctrlnum | (OCoLC)908542092 |
| dewey-full | 371.102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.102 |
| dewey-search | 371.102 |
| dewey-sort | 3371.102 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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J. van der Westhuizen, and Kari Smith.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Rotterdam :</subfield><subfield code="b">SensePublishers,</subfield><subfield code="c">2015.</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2015</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (xvi, 346 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="a">text file</subfield><subfield code="b">PDF</subfield><subfield code="2">rda</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Online resource; title from PDF title page (SpringerLink, viewed May 7, 2015).</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">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</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">CONCLUSIONREFERENCES; 5. 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J.,</subfield><subfield code="e">editor.</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCjxvDh9Trc34WQYPW6t8BX</subfield><subfield code="0">http://id.loc.gov/authorities/names/n83141462</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Smith, Kari,</subfield><subfield code="e">editor.</subfield></datafield><datafield tag="758" ind1=" " ind2=" "><subfield code="i">has work:</subfield><subfield code="a">Mentoring for learning (Text)</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCG4k6qVB8gJcCHXHdqfHFq</subfield><subfield code="4">https://id.oclc.org/worldcat/ontology/hasWork</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="t">Mentoring for learning : "Climbing the Mountain".</subfield><subfield code="d">Rotterdam, Netherlands ; Massachusetts, [Massachusetts] ; Taipei, [Taiwan] : Sense Publishers, ©2015</subfield><subfield code="h">xvi, 346 pages</subfield><subfield code="z">9789463000567</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EDU</subfield><subfield code="q">FWS_PDA_EDU</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1055135</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">AH31535721</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Coutts Information Services</subfield><subfield code="b">COUT</subfield><subfield code="n">31552861</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBL - Ebook Library</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL4557140</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ebrary</subfield><subfield code="b">EBRY</subfield><subfield code="n">ebr11051690</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">1055135</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ProQuest MyiLibrary Digital eBook Collection</subfield><subfield code="b">IDEB</subfield><subfield code="n">cis31552861</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">12408334</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EDU</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| id | ZDB-4-EDU-ocn908542092 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:54:12Z |
| institution | BVB |
| isbn | 9789463000581 9463000585 |
| language | English |
| oclc_num | 908542092 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xvi, 346 pages) |
| psigel | ZDB-4-EDU |
| publishDate | 2015 |
| publishDateSearch | 2015 |
| publishDateSort | 2015 |
| publisher | SensePublishers, |
| record_format | marc |
| spelling | Mentoring for learning : "Climbing the mountain" / edited by Harm Tillema, Gert J. van der Westhuizen, and Kari Smith. Rotterdam : SensePublishers, 2015. ©2015 1 online resource (xvi, 346 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Includes bibliographical references. Online resource; title from PDF title page (SpringerLink, viewed May 7, 2015). 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. 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 Mentoring in education. http://id.loc.gov/authorities/subjects/sh86003460 Mentorat en éducation. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Mentoring in education fast Tillema, Harm, editor. https://id.oclc.org/worldcat/entity/E39PCjFDYDdj33rqbKG6qkqtPP http://id.loc.gov/authorities/names/n2005057713 Van der Westhuizen, G. J., editor. https://id.oclc.org/worldcat/entity/E39PCjxvDh9Trc34WQYPW6t8BX http://id.loc.gov/authorities/names/n83141462 Smith, Kari, editor. has work: Mentoring for learning (Text) https://id.oclc.org/worldcat/entity/E39PCG4k6qVB8gJcCHXHdqfHFq https://id.oclc.org/worldcat/ontology/hasWork Print version: Mentoring for learning : "Climbing the Mountain". Rotterdam, Netherlands ; Massachusetts, [Massachusetts] ; Taipei, [Taiwan] : Sense Publishers, ©2015 xvi, 346 pages 9789463000567 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1055135 Volltext |
| spellingShingle | Mentoring for learning : "Climbing the mountain" / 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 Mentoring in education. http://id.loc.gov/authorities/subjects/sh86003460 Mentorat en éducation. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Mentoring in education fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh86003460 |
| title | Mentoring for learning : "Climbing the mountain" / |
| title_auth | Mentoring for learning : "Climbing the mountain" / |
| title_exact_search | Mentoring for learning : "Climbing the mountain" / |
| title_full | Mentoring for learning : "Climbing the mountain" / edited by Harm Tillema, Gert J. van der Westhuizen, and Kari Smith. |
| title_fullStr | Mentoring for learning : "Climbing the mountain" / edited by Harm Tillema, Gert J. van der Westhuizen, and Kari Smith. |
| title_full_unstemmed | Mentoring for learning : "Climbing the mountain" / edited by Harm Tillema, Gert J. van der Westhuizen, and Kari Smith. |
| title_short | Mentoring for learning : |
| title_sort | mentoring for learning climbing the mountain |
| title_sub | "Climbing the mountain" / |
| topic | Mentoring in education. http://id.loc.gov/authorities/subjects/sh86003460 Mentorat en éducation. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Mentoring in education fast |
| topic_facet | Mentoring in education. Mentorat en éducation. EDUCATION Administration General. EDUCATION Organizations & Institutions. Mentoring in education |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1055135 |
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