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Book

Mentoring Teachers in Post-Compulsory Education

Book

Mentoring Teachers in Post-Compulsory Education

DOI link for Mentoring Teachers in Post-Compulsory Education

Mentoring Teachers in Post-Compulsory Education book

A guide to effective practice

Mentoring Teachers in Post-Compulsory Education

DOI link for Mentoring Teachers in Post-Compulsory Education

Mentoring Teachers in Post-Compulsory Education book

A guide to effective practice
ByBryan Cunningham
Edition 2nd Edition
First Published 2011
eBook Published 21 October 2011
Pub. Location London
Imprint Routledge
DOI https://doi.org/10.4324/9780203815953
Pages 144
eBook ISBN 9780203815953
Subjects Education
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Cunningham, B. (2011). Mentoring Teachers in Post-Compulsory Education: A guide to effective practice (2nd ed.). Routledge. https://doi.org/10.4324/9780203815953

ABSTRACT

The post-compulsory sector is complex and multifaceted, with highly diverse and sometimes challenging learner groups and subject to change from almost unending shifts in educational policy. Effective mentoring has a crucial role in the initial training of new teachers in the post-compulsory sector offering them the guidance and practical support they need to respond to these challenges.

This second edition has been updated to reflect the new LLUK standards, current research and technological advances. Describing all of the expectations, responsibilities and rewards involved in mentoring, the book covers:

  • What to expect as a mentor and what your mentee expects of you
  • The skills, attributes and functions that make an effective mentor
  • Organising and conducting observations
  • Time management
  • What to do when things go wrong

Accessible, practical and supportive, this book will help make mentoring an easier, more enjoyable and rewarding experience for all new mentors in the post-compulsory sector.

TABLE OF CONTENTS

chapter |7 pages

Introduction to the second edition

chapter 1|17 pages

Mentoring in context

chapter 2|29 pages

Mentors’ skills, attributes and functions

chapter 3|11 pages

Mentoring and models of professional learning

chapter 4|21 pages

Observing classroom teaching

chapter 5|12 pages

The rewards and challenges of mentoring

chapter 6|7 pages

Working with colleagues in problem-focused contexts

chapter 7|10 pages

Case studies and critical incidents in mentoring

chapter 8|10 pages

Mentors’ continuing professional development

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