المحتويات / النص
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Chapter 1: Mentoring, Transformative Learning, and the Teacher Education Candidate
The Value of Being Mentored, Particularly for Teacher Candidates
Diverse Undergraduates, Diverse Learners
The Traditional Undergraduate
The "New" Undergraduate
Initiative, Experience, and Transformative Learning
Mentoring as an Integral Part of Learning to Become a Teacher
Chapter 2: Benefiting from the Mentoring Relationship
A Humanistic Approach to Mentoring
Mentoring as a Transformative Experience
Reflective Practices
Reflection
Critical reflection
Reflexive practices
Being Reflexive as You Learn and Teach
Being Reflexive in the Mentoring Relationship
Chapter 3: Establishing a Mentoring Relationship
Before You Look for a Mentor
Finding a Mentor
Access is a Matter of Knowing the Rules: Skills/Strategies Needed to Gain Access to Mentors
Expectations: Yours and Your Mentor's
Characteristics of Good Mentors
Characteristics of Good Mentees
Successful Mentoring Relationships
Chapter 4: Working with Specific Kind of Mentors
Working with a Professor
Student Teaching and Your Cooperating Teacher
Student Teaching, Your Field Supervisor, and Clinical Supervision
On the Job: Directors or Principals, Colleagues, and Consultants
Directors or principals
Colleagues
Consultants
Social Supports: Family, Friends, and Fellow Students
Being Assertive: Getting What You Need Using DERM
D.E.R.M
Chapter 5: Identifying Challenges in Mentored Relationships
Identifying Your Own Learning Styles
Motivation
Making the Match or Finding Your Compliment
Working with Mentors Who are Different From You: Ethnicity, Gender, and Age
Differences in race and ethnicity
Gender differences
Differences in age
Chapter 6: Continuing to Reflect and Learn
Being a Lifelong, Reflective Practitioner
Sharing What You Know: Mentoring Others
Teaching and Working for Social Justice
References
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