Howard / Carroll / Owens The School Mentor’s Guide

How to mentor new and beginning teachers
1. Auflage 2020
ISBN: 978-1-5297-2603-9
Verlag: SAGE Publications
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 168 Seiten, Format (B × H): 171 mm x 246 mm

The ultimate guide for current and aspiring school mentors.

Whether you are a recently qualified teacher who has taken on their first mentee or are a professional mentor who is responsible for groups of trainees and teachers in the early years of their careers, this book explores what effective mentoring is and how to succeed in your role.

The book:

· Provides a framework for you as a school-based mentors to work within.

· Outlines the key skills and qualities of effective in-school mentors.

· Supports you in building confidence and raising the status of your role.

· Brings greater coherence and consistency to school-based mentoring for trainee and beginning teachers.

Autoren/Hrsg.

Howard, Colin

Carroll, Joy

Owens, Jane

Langston, Deborah

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung

Inhaltsverzeichnis

Introduction: The Professional Role of a Teacher Mentor
Standard 1: Personal Qualities
Standard 2: Teaching
Standard 3: Professionalism
Standard 4: Self-development & Working in Partnership
Professional Mentoring Skills
Models and Techniques for Mentoring
Conclusion

Über Autor(innen)

Carroll, Joy
Joy Carroll is a Senior Lecturer in Primary Education at the University of Worcester. She teaches on the undergraduate and postgraduate courses and is the undergraduate Year 3 Cohort Lead. Before moving into initial teacher training, Joy taught in a range of primary schools. Joy also worked as a Nursery manager and an education advisor. Joy is author of several key education texts. She is currently working on doctoral research, exploring how schools and universities work in partnership on initial teacher education within university-led and school-led initial teacher training routes.

Howard, Colin
Colin Howard is a senior primary lecturer in Initial Teacher Education (ITT) at the University of Worcester. He has been involved in primary education for over 24 years of which 14 years has been as a successful head teacher in both small village and large primary school settings. He has a strong research interest which includes primary science, aspects of professional practice and teachers’ professional identity. He is a SIAMS inspector of the Diocese of Hereford.