learning-to-mentor-as-praxisLearning to Mentor-as-Praxis: Foundations for a Curriculum in Teacher Education

The 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 todays 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 developmentpre-service, in-service, and higher educationby focusing on these areas:Sociocultural and contextual aspects of mentoringLiterature review: acts and agency in mentoring: Appreciation, participation, and improvisation.

Lily Orland Barak Springer