Gray Mentor Development in the Education of Modern Language Teachers

1. Auflage 2001
ISBN: 978-1-85359-553-0
Verlag: Multilingual Matters
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 18, 240 Seiten, Format (B × H): 170 mm x 225 mm

Reihe: Modern Language in Practice

This book investigates a number of case studies of language mentoring in action with a view to prompting readers to reflect upon their own practice as teacher educators. Recent research on mentoring, teacher effectiveness, language teaching and language teacher education is combined to provide a background to the case studies, helping to illuminate general principles and issues.

Autoren/Hrsg.

Gray, Carol

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

Glossary of Abbreviations

Introduction: Or Why Another Book on Mentoring?

Part 1: The Context

1.1 A Local and National Context with International Implications

1.2 What Makes a Good Language Teacher?

1.3 Learning to be a Language Teacher

1.4 The Intuitively Theoretical Mentor

Part 2: Developing Pedagogical Content Knowledge in Mentoring

Introduction to Part 2

2.1 Keeping Pace with Development Through the Weekly Meetings

2.2 Providing Feedback

2.3 Towards Departmental Consistency of Good Practice in Observing Student Teacher Lessons

2.4 Focusing on the Learner

2.5 Good Teachers Can Wear Turquoise Socks or When Good Mentoring is Simply Not Enough

Part 3: Mentors in Action

Introduction to Part 3

3.1 Reassuring the Student Teacher That Everyone Experiences Difficulties

3.2 Being There

3.3 Reflective Practice and Collaboration

3.4 Probing Theories in Practice

3.5 A Tutor in Action

Part 4: Towards a Better Future?

4.1 Towards a Better Future?

Bibliography

Index

Über Autor(innen)

Gray, Carol
Carol Gray joined the University of Birmingham in 1993 after 12 years of teaching languages in comprehensive, independent and special schools. Her development from classroom practitioner to lecturer in education thus parallels the growth of partnership and of mentoring. Alongside her PGCE work she teaches on Masters level modules in MFL Curriculum Development and in Mentoring.