Orland-Barak Learning to Mentor-as-Praxis

Foundations for a Curriculum in Teacher Education
2010
ISBN: 978-1-4419-0582-6
Verlag: Springer US
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 4, 200 Seiten

Reihe: Professional Learning and Development in Schools and Higher Education

Lily Orland-Barak offers us a breathtaking work of science ?ction. Or perhaps I should say 'science and ?ction. ' The science side of the equation employs sophisticated technique for observing and describing interpersonal and intrapersonal dynamics among professionals in education. Both dramatic and seemingly ordinary episodes in the lives of teachers in relational tension with one another are analyzed with scienti?c care, precision, and insight. The scienti?c study of mentoring is like the scienti?c study of soap bubbles - their formation, growth, and sudden exit from the visible world with a nearly soundless 'pop!' Scienti?c and intellectual tools can be used to describe and predict the behavior of soap bubbles, to study their colors, shapes, surface tension, and tiny mass. The same is true of the study of mentoring. But in both cases, the greatest care must be taken to avoid popping the almost m- ically elegant form - to avoid destroying the delicate relationship by rushing in, by heavy attempts at control, or by premature dissection, or even by paying attention too intensely to a private, personal relationship. Mentoring is best studied by being still, by listening with authentic interest, and by using our peripheral vision. The science and the scientist have done their best work here. The ?ction side of this ?ne book gives life to telling examples of mentoring in action.

My research focuses on the three complementary agendas within the field of Teacher Education: Mentoring and mentored learning, second language teacher learning and curriculum development. These agendas address the call for producing systematic research in the area of teacher education to inform theory, design, and implementation of educational reform and curricular innovation. In the area of mentoring, I have endeavored to conceptualize the passage from teaching to mentoring as a manifestation of the acquisition of professional expertise, as it relates to knowledge development, beliefs, morality, pedagogy, exemplary practice, and contextual and discursive aspects of professional practice . In the area of second language teacher learning, I have focused on aspects of the process of learning to teach a foreign language as related to the development of content knowledge, pedagogical beliefs and knowledge, and pedagogical content knowledge . In the area of curriculum development, I have investigated the impact of educational interventions and new English curricula on English teachers and mentors' pedagogical content knowledge development. I have also studied the impact of innovative curricular methodologies on graduate students' learning in the context of Higher Education . My work as educational researcher in the above fields has contributed to the design of curriculum innovations in the area of mentoring and teacher education in Israel and abroad.

Autoren/Hrsg.

Orland-Barak, Lily

Inhaltsverzeichnis

1;Foreword;8
2;Acknowledgements;10
3;Contents;12
4;1 Introduction: Learning to Mentor-as-Praxis Foundations for a Curriculum in Teacher Education;17
4.1;1.1 Introduction;17
4.2;1.2 Learning to Mentor: Extended Meanings;18
4.3;1.3 Characterizing the Landscape of Mentoring: A Portrayal of the Literature;19
4.4;1.4 The Discursive Character of Generic Attributes;24
4.5;1.5 Back to Fatins story;24
4.6;1.6 Unfolding Mentors Dialogical Journey: Beyond Homer;25
4.7;1.7 Learning to Mentor: Domains of Praxis;25
4.8;1.8 Foundations for a Curriculum;27
4.9;1.9 Focus and Audience;28
5;2 Learning to Mentor as Praxis: Situating the Conversation;30
5.1;2.1 Looking Back;30
5.2;2.2 Continuing the Conversation;31
5.3;2.3 Approaches to Mentoring: Competing Perspectives on a Practice;31
5.4;2.4 Apprenticeship-Instructional Approaches: Common Sense and Applied Views;32
5.5;2.5 Personal Growth/Inside-Out Approaches: Philosophical Views;33
5.6;2.6 Reflective and Collaborative Approaches: Practical and Critical Views;34
6;3 Learning to Mentor-as-Praxis: Toward a ConceptualFramework;37
6.1;3.1 Praxis and Social Theories of Learning;37
6.2;3.2 Situating Praxis in the Philosophical Discourse;38
6.3;3.3 Praxis as Dialectics and Phronesis;38
6.4;3.4 Domains of Praxis in Mentoring: Beyond the Acquisition of Skills ;40
6.5;3.5 Foundations for Domains of Learning to Mentor as Praxis;40
6.6;3.6 Representing Mentoring as a Discursive Practice;42
6.7;3.7 Toward an Extended Conceptual Framework;44
7;4 Domain of Appreciation;45
7.1;4.1 The Discursive Character of Appreciation in Mentoring;45
7.1.1;4.1.1 Appreciating as Positioning in Dialogue;46
7.1.1.1;4.1.1.1 Recognizing;46
7.1.1.2;4.1.1.2 Evaluating and Empathizing;46
7.1.2;4.1.2 Appreciating as Construing in Dialogue;46
7.1.2.1;4.1.2.1 Signifying and Taking Perspective;46
7.1.2.2;4.1.2.2 Typifying and Building Repertoires of Practice;47
7.1.2.3;4.1.2.3 Contemplating;47
7.2;4.2 Appreciating a Mentoring Text: Putting It All Together;48
7.3;4.3 Reading a Mentoring Situation;50
7.3.1;4.3.1 A Developmental Journey;51
7.3.2;4.3.2 Unpacking the Journey;52
7.3.3;4.3.3 Something is Not Working Out…;52
7.4;4.4 Recognizing and Confronting Gaps Between the Mentor and the Mentees Codes and Norms of Behavior;53
7.5;4.5 Typifying the Mentoring Context and Signifying Emergent Cooperative Breakdowns;54
7.6;4.6 Reframing Perspectives on Ingrained Assumptions and Ideologies;55
7.7;4.7 Taking Perspective: Making Educated Conjectures and Connecting the Parts to the Whole;57
7.8;4.8 Appraising Pedagogical Practices;58
7.9;4.9 Reframing Rigid Views about Effective Pedagogical Practices;59
7.10;4.10 Recognizing Role Boundaries;60
7.10.1;4.10.1 Evaluating Mentoring Interventions as Rooted in Moral Stances;63
7.11;4.11 Signifying Contradictory and Competing Accountabilities;65
7.12;4.12 Observing Pedagogical Practices;66
7.12.1;4.12.1 Contemplating to Build Repertoires of Practice;67
7.13;4.13 Recording Appropriate Modes of Support;68
7.13.1;4.13.1 Anticipating Contradictions and Making Educational Construals;69
8;5 Domain of Participation;72
8.1;5.1 The Discursive Character of Participation in Mentoring;72
8.1.1;5.1.1 Participation as Positioning in Dialogue;73
8.1.1.1;5.1.1.1 Commitment and Responsibility;73
8.1.1.2;5.1.1.2 Agency;73
8.1.1.3;5.1.1.3 Validating and affirming ;73
8.1.2;5.1.2 Participation as Construing in Dialogue;74
8.1.2.1;5.1.2.1 Appropriating;74
8.1.2.2;5.1.2.2 Interdiscursivity;74
8.2;5.2 Participating in Dialogue: Putting It All Together;75
8.3;5.3 Mediating Persons, Context, and Content;77
8.3.1;5.3.1 Validating and Affirming Interactions;77
8.3.2;5.3.2 Carrying Out Agency;79
8.3.3;5.3.3 Appropriating Mediation Tools to Reconcile Between Different Texts;81
8.4;5.4 Assuming Diverse Supportive Roles;83
8.4.1;5.4.1 Recognizing Culturally Diverse Texts and Privileged Discourses;84
8.4.2;5.4.2 Intervening Guided by a Sense of Commitment and Responsibility;88
8.4.3;5.4.3 Activism Informed by an Ethics of Care;90
8.5;5.5 Managing Accountabilities;92
8.5.1;5.5.1 Negotiating Contradictions in Interaction;92
8.5.2;5.5.2 Dealing with Conflicts of Loyalty and Commitment in Agency Roles;94
8.6;5.6 Establishing and Sustaining Professional Relationships;96
8.6.1;5.6.1 Attending to Culturally Valued Texts in Potentially Intimidating Interactions;96
8.6.2;5.6.2 Engaging in Validating and Affirming Reciprocal Communal Learning;97
8.6.3;5.6.3 Appropriating Texts from Teaching, Mentoring, and Leadership Interdiscursively;99
9;6 Domain of Improvisation;102
9.1;6.1 The Discursive Character of Improvisation in Mentoring;103
9.1.1;6.1.1 Improvising as Positioning in Dialogue;104
9.1.1.1;6.1.1.1 Discerning 'Here and Now' Meanings Through Skilful Action;104
9.1.1.2;6.1.1.2 Action as Guided by Interaction;104
9.1.1.3;6.1.1.3 Knowing in the Face of Uncertainty;105
9.1.2;6.1.2 Improvising as Construing in Dialogue;105
9.1.2.1;6.1.2.1 Composing Through Recurring Patterns;106
9.1.2.2;6.1.2.2 Responsible Responding;106
9.2;6.2 Improvising in Dialogue: Putting It All Together;106
9.3;6.3 Tuning In;108
9.3.1;6.3.1 Connecting Emotionally and Professionally to Respond to Contextual Differences;109
9.3.2;6.3.2 Translating Behavior into 'Here and Now' Modes of Assistance;111
9.4;6.4 Articulating Teaching, Learning, and Subject Matter;114
9.4.1;6.4.1 Analyzing Practice Systematically;115
9.4.1.1;6.4.1.1 Confronting My Instrumental Orientation as a Mentor;116
9.4.2;6.4.2 Responding to Connections Between Theoretical Concepts and Practices 'in Action';117
9.4.3;6.4.3 Encouraging the Mentee to Rationalize Action;118
9.5;6.5 Responding on the Spot;120
9.5.1;6.5.1 Intervening to Mitigate Conflicts;120
9.6;6.6 Foregrounding Connections Between Cultural Codes, Values, Strategic and Pedagogic Reasoning;124
9.6.1;6.6.1 Calling up on Knowledge and Procedures to Demonstrate and Direct Action;126
10;7 Reciprocal Connections in Dyadic Interactions;130
10.1;7.1 Reciprocal Connections Between Appreciation, Participation, and Improvisation in Dyadic Learning Conversations;130
10.2;7.2 The Dyadic Learning Conversation;130
10.2.1;7.2.1 Reciprocity in Learning Conversations;131
10.3;7.3 Two Instances of Reciprocal Learning in One Dyadic Conversation;132
10.3.1;7.3.1 Reciprocal Learning to Construe Knowledge about Conducting Workshops;132
10.3.1.1;7.3.1.1 Asymmetry of Roles to Promote Reciprocal Learning in Action;133
10.3.2;7.3.2 Reciprocal Learning About Discourse Processes;134
10.4;7.4 Conditions for Sustaining Reciprocal Connections in Action;135
10.5;7.5 Appreciation, Participation, and Improvisation as Reciprocally Established in Dyadic Subject Matter Mentoring;136
10.5.1;7.5.1 Silenced Voices and Texts in Conversation;136
11;8 Reciprocal Connections in Group Interactions;140
11.1;8.1 Reciprocal Connections Between Appreciation, Participation, and Improvisation in Collaborative Professional Conversations;140
11.2;8.2 Group Conversations as Contexts for Professional Learning;140
11.2.1;8.2.1 Conversation as Spaces for 'Dialogue' in Professional Conversations;141
11.3;8.3 Appreciation, Participation, and Improvisation as Constituted in Public Space: Learning in and from Group Mentoring Conversations;143
11.3.1;8.3.1 Learning in and from Group Mentoring Conversations;147
11.4;8.4 Mentoring Student Teachers: Missed Opportunities for Learning in and from Group Conversations;147
11.4.1;8.4.1 Turn Taking Over Collaborative Discourse: Missed Opportunities for a Learning Dialogue in Group Conversations;154
12;9 Toward the Design of a Curriculum on Learning to Mentor;156
12.1;9.1 Foundations for Learning to Mentor-as-Praxis;157
12.2;9.2 Professional Learning-as-Praxis;157
12.2.1;9.2.1 Theoretical Learning in Practice;157
12.2.2;9.2.2 Practical Learning in Practice;158
12.2.3;9.2.3 Academic Learning at the University;158
12.3;9.3 Principles Underlying Professional Learning-as- Praxis;159
12.4;9.4 Principles Underlying the Design of Learning Settings and Tasks;160
12.5;9.5 Constructivist Frameworks in Academic Settings;161
12.5.1;Mentoring Skills and Practices ;162
12.5.2;Mentoring of Mentors' Course ;162
12.5.3;Action Research Course for Mentors of English Teachers ;163
12.5.4;Learning the Practice of Mentoring ;164
12.6;9.6 Course Design: Rationale;165
12.6.1;9.6.1 Goals;165
12.6.2;9.6.2 Outcomes;166
12.6.3;9.6.3 Selection of Participants;167
12.7;9.7 Evaluation of Professional Learning;168
12.7.1;9.7.1 Principles Underlying Authentic Assessment;168
12.7.2;9.7.2 Authentic Assessment Tasks in Academic Courses for Mentors;169
12.8; Appraising Expectations Over Time;169
12.9;Appraising Evolving Concepts of Mentoring;170
12.10;Assessment of Concepts Over Time;170
12.11;Assessment of Mentoring Over Time;171
13;10 Records of Mentoring Practices;172
13.1;10.1 Constructivist Pedagogies;172
13.2;10.2 Using Cases in Academic Learning;173
13.2.1;10.2.1 Process and Content;174
13.2.2;10.2.2 Insights Gained;174
13.2.2.1;10.2.2.1 Reframing Perspectives, Recognizing Gaps, and Validating Interactions;174
13.2.2.2;10.2.2.2 Recognizing Boundaries and Signifying Accountabilities;175
13.2.2.3;10.2.2.3 Representing Experience Publicly;175
13.2.3;10.2.3 Constructivist Principles in a Pedagogy of Cases;175
13.3;Five Levels of Case Analysis;176
13.4;Guidelines for Case Discussions;176
13.5;Guidelines for Evaluation of the Presentation of Cases;177
13.6;10.3 Using Critical Incidents;177
13.6.1;10.3.1 Process and Content;178
13.6.2;10.3.2 Insights Gained;179
13.6.2.1;10.3.2.1 A Channel for Articulating Moral Stances;179
13.6.2.2;10.3.2.2 Participation Through Traditional Images of Support;179
13.7;10.4 Using Portfolio in Academic Learning;179
13.7.1;10.4.1 Process and Content;180
13.7.1.1;10.4.1.1 The 'Product Portfolio' Course;180
13.7.1.2;10.4.1.2 The 'Process Portfolio' Course;181
13.7.2;10.4.2 Insights Gained About Processes and Products in Portfolio Writing;183
13.7.2.1;10.4.2.1 Collaboration Toward Joint Meaning-Making;183
13.7.2.2;10.4.2.2 Taking Perspective and Analyzing Practice Systematically;183
13.7.3;10.4.3 Constructivist Principles in the Use of Portfolio Tasks;183
13.8;10.5 Using Visuals in Academic Learning;184
13.8.1;10.5.1 Process and Content;184
13.8.2;10.5.2 Insights Gained;185
13.8.2.1;10.5.2.1 Recognizing and Confronting Gaps;185
13.8.2.2;10.5.2.2 Creating a Multivoiced Text for Typifying Mentoring;185
13.8.3;10.5.3 Using Visuals to Construct Knowledge;187
13.9;10.6 Using Video in Theoretical Learning in Practice;188
13.9.1;10.6.1 Process and Content;189
13.9.2;10.6.2 Insights Gained;189
13.9.2.1;10.6.2.1 Connecting Concepts to Actions in Theoretical Learning on Practice;189
13.9.2.2;10.6.2.2 Tuning in to Compose New Modes of Assistance;190
13.9.3;10.6.3 The Use of Video in Constructivist Pedagogy;191
13.10;10.7 Using Story;191
13.10.1;10.7.1 Process and Content;192
13.10.2;10.7.2 Insights Gained;193
13.10.2.1;10.7.2.1 Assuming a Perspective;193
13.10.3;10.7.3 Insights Gained;193
13.11;10.8 Modalities and Processes of Knowledge Construction;194
13.11.1;10.8.1 Appreciation, Participation, and Improvisation in Academic Learning Tasks;194
13.12;Sequence One: Connecting academic texts to the here-and-now context;196
13.13;Sequence Two: Connecting a field text to the here-and-now academic context;197
13.13.1;10.8.2 Academic Supervision in Practice;198
13.13.1.1;10.8.2.1 Structure and Content of the Course;198
13.14;Course Syllabus;199
13.15;Course Syllabus: Academic Supervision in Practice;200
13.15.1; Course Description;200
13.15.2;Processes;200
13.15.3;Course Requirements;201
13.15.4;Guidelines for Portfolio Reflections;201
13.15.5;Guidelines for Reflective Inquiry Field Tasks;201
13.15.5.1;(1) Observing the Beginning of a Mentoring Process;201
13.15.5.2;(2) Observing the End of a Mentoring Process;202
13.15.5.3;(3) Observing a Feedback Process in Mentoring;202
13.15.5.4;(4) Observing Processes of Learning in a Community of Learners;203
13.15.5.5;(5) Observing Mentoring Processes;204
13.15.6;Guidelines for Creating a Concepts Glossary;204
13.15.7;10.8.3 Appreciation, Participation, and Improvisation in Theoretical Learning in Practice;204
13.15.7.1;10.8.3.1 Clarifying, Reframing, Reconstructing, and Being in Experience;205
13.15.8;10.8.4 Forms of Appreciation and Improvisation in Practical Learning in Practice;208
13.15.8.1;10.8.4.1 Managing, Applying, and Doing in Experience;208
13.15.9;10.8.5 Appreciation, Participation, and Improvisation as Shaped by Theoretical and Practical Professional Learning;211
14;11 Constructivist-Dialogic Pedagogies: Lessons From the Field;213
14.1;11.1 The Ideal of Constructivist Pedagogy: What Should Go Right?;213
14.2;11.2 Facing the Real: ButWhat Can Go Wrong??;214
14.2.1;11.2.1 Ethics and Appropriateness of 'Imposing' Reflective Approaches;214
14.2.2;11.2.2 Constructivist Discourses in a Problem-Solving Context;215
14.2.3;11.2.3 What Can Go Wrong in Constructivist Pedagogy in Academic Mentoring Contexts?;216
15;12 Epilogue: Putting It All Together;218
16;References;220
17;Index;236