LB1731.4.G37

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

In response to concerns about teacher retention, especially among teachers in their first to fourth year in the classroom, we offer future teachers a series of brief guides full of practical advice that they can refer to in both their student teaching and in their first years on the job.