Titlebook: Learning to Mentor-as-Praxis; Foundations for a Cu Lily Orland-Barak Book 2010 Springer-Verlag US 2010 Curriculum Development.Mentor-as-Pra

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Introduction: Learning to Mentor-as-Praxis Foundations for a Curriculum in Teacher Education,cus elaborated throughout the chapters in Learning to Mentor-as-Praxis. The chapter begins with an illustrative story of mentoring, to underscore the role of the mentor as a professional role that develops within complex interpersonal and social professional webs, challenging mentors to function in

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Domain of Appreciation, in authentic cases, examples, excerpts, and empirical sources from preservice and in-service mentoring settings. Appreciation as a discursive activity engages the mentor in dialogue with his/her mentoring practice, as he/she reads a situation, appraises and observes pedagogical practices, and recor

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Reciprocal Connections in Dyadic Interactions, discourse of two mentoring conversations. The first dyadic conversation, between a novice mentor and a mentor of mentors, illustrates how reciprocal interactions are constructed to shape the process and outcomes of co-constructing knowledge, through intersubjective meaning making. The second dyadic

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Reciprocal Connections in Group Interactions,sation are successfully constituted in the public space of group mentoring conversations, to enhance participants’ learning. By contrast, the second example shows how devoid of a discursive, dialogic orientation, the group mentoring conversation remains static and underdeveloped, restricting its lea

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Toward the Design of a Curriculum on Learning to Mentor,en, reframed to suggest deriving principles for learning to mentor, with a focus on what these foundations mean for expected processes and outcomes. The deriving learning principles are translated, in turn, into assertions underlying the design of appropriate settings, conditions, and tasks. Specifi