SMS
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The emergence of the teacher as a mentor within initial teacher education has been a relatively recent concept. Yet mentoring has become a fundamental feature of teacher development. The expansion of mentoring means that there has been a need to explore the challenges that have been created for teachers, their schools and the continuing professional development programmes that will provide the necessary knowledge, skills and training opportunities for teachers to become effective mentors. Part of the School Management Solutions Series, this user-friendly manual enables all prospective mentors to construct their own route to experienced and trusted counsellor status.
It will help you to: * identify mentoring roles from personal experience and analyse models to decide which model, or combination of models, is likely to function best in your institutional context * explore a range of mentoring strategies and the means of sharing good practice with proteges, including apprenticeship, competence and reflective models of mentoring * identify the contribution that school-based teacher training can make to the professional and intellectual environment of teachers' working lives * understand the provision of induction to allow teachers to work successfully * organise the tasks of mentors, including a summary of the mentor role and the roles of other people who support their protege * apply a distinctively competence-based approach to initial and continuing teacher education.
It will help you to: * identify mentoring roles from personal experience and analyse models to decide which model, or combination of models, is likely to function best in your institutional context * explore a range of mentoring strategies and the means of sharing good practice with proteges, including apprenticeship, competence and reflective models of mentoring * identify the contribution that school-based teacher training can make to the professional and intellectual environment of teachers' working lives * understand the provision of induction to allow teachers to work successfully * organise the tasks of mentors, including a summary of the mentor role and the roles of other people who support their protege * apply a distinctively competence-based approach to initial and continuing teacher education.