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003 MX-SnUAN
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007 cr nn 008mamaa
008 150903s2010 xxu| o |||| 0|eng d
020 _a9781441905826
_99781441905826
024 7 _a10.1007/9781441905826
_2doi
035 _avtls000338040
039 9 _a201509030810
_bVLOAD
_c201404300339
_dVLOAD
_y201402060900
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aLB1024.2-1050.75
100 1 _aOrland-Barak, Lily.
_eautor
_9314055
245 1 0 _aLearning to Mentor-as-Praxis :
_bFoundations for a Curriculum in Teacher Education /
_cby Lily Orland-Barak.
250 _a1.
264 1 _aBoston, MA :
_bSpringer US,
_c2010.
300 _ax, 200 páginas 20 ilustraciones
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
490 0 _aProfessional Learning and Development in Schools and Higher Education ;
_v4
500 _aSpringer eBooks
505 0 _aIntroduction: Learning to Mentor-as-Praxis Foundations for a Curriculum in Teacher Education -- Learning to Mentor as Praxis: Situating the Conversation -- Learning to Mentor-as-Praxis: Toward a Conceptual Framework -- Domain of Appreciation -- Domain of Participation -- Domain of Improvisation -- Reciprocal Connections in Dyadic Interactions -- Reciprocal Connections in Group Interactions -- Toward the Design of a Curriculum on Learning to Mentor -- Records of Mentoring Practices -- Constructivist-Dialogic Pedagogies: Lessons From the Field -- Epilogue: Putting It All Together.
520 _aThe concept of mentoring has undergone a major shift from guide/guided or instructor/protégé arrangements toward more reciprocal, collaborative models. Informed by a robust theoretical framework and real-life examples of successful and ineffective interactions, Learning to Mentor-as-Praxis analyzes in compelling detail how belief systems, ideologies, and values affect the mentoring relationship, why they are critical factors in today’s multicultural landscape, and how they can be used in the training of the next generation of mentors. In this proactive framework, learning to mentor is less a process of acquiring discrete skills and more the gaining of an interrelated set of competencies. At the same time, the book emphasizes the evolution of professional development—pre-service, in-service, and higher education—by focusing on these areas: Sociocultural and contextual aspects of mentoring Literature review: acts and agency in mentoring Appreciation, participation, and improvisation: the key domains of praxis Building reciprocal interactions in dyads and groups Using challenges, paradoxes, and impasses Guidelines for designing and implementing a curriculum in mentor education A bold reappraisal of current theory and practice and a new conceptualization of mentoring as domains of appreciation, participation and improvisation in praxis, Learning to Mentor-as-Praxis belongs in every academic library and on the shelves of researchers and professionals in mentoring, teacher education, and curriculum development.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9781441905819
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-1-4419-0582-6
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942 _c14
999 _c285725
_d285725