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Author:   Lily Orland-Barak
Publisher:   Springer-Verlag New York Inc.
Imprint:   Springer-Verlag New York Inc.
Edition:   2010 ed.
Volume:   4
Dimensions:   Width: 15.50cm , Height: 1.50cm , Length: 23.50cm
Weight:   1.190kg
ISBN:  

9781441905819

ISBN 10:   1441905812
Pages:   200
Publication Date:   01 March 2010
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Awaiting stock  
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Table of Contents

Introduction: 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.

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Author Information

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.

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