Información General

• Autores: Juan José Mena Marcos (ed. lit.), Anthony Clarke (ed. lit.)
• Editores: Palgrave Macmillan Reino Unido
• Año de publicación: 2021
• País: Reino Unido
• Idioma: inglés
• ISBN: 978-3-030-79833-8, 978-3-030-79832-1
• Texto completo no disponible (Saber más ...)

Resumen

• Compiles international research of teacher induction research and mentoring Explores the significance of beginning teaching in Teacher Education Uses theoretical approaches and research perspectives to respond to the institutionalization of the mentoring process

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Novice Teacher Induction in Russia: Management and Mentoring

    Roza Z. Valeeva, Aydar M. Kalimullin, Tatiana A. Baklashova, Liliia A. Latypova

    • Resumen

    págs. 1-25

    

  • Workplace Learning and the Practice of Agency in the First Two Years of Teaching: The Case of Arab Novices in Israel

    Hiam Nasseraldeen, Tsafrir Goldberg, Lily Orland-Barak

    • Resumen

    págs. 27-50

    

  • The Teacher Induction Scheme (TIS) in Scotland: Adoption, Evolution, Revolution

    Juan José Mena Marcos, Anthony Clarke

    • Resumen

    págs. 51-65

    

  • Resilience as a Crucial Training Topic in Teacher Induction Plans: A Systematic Literature Review

    Alicia Regalado, Juan José Mena Marcos, Gloria Gratacós

    • Resumen

    págs. 67-95

    

  • Integrative Mentoring Pedagogies to Promote Beginning Teachers’ Professional Development: Connecting Practice, Theory and Person

    Frank Crasborn, Paul Hennissen

    • Resumen

    págs. 97-133

    

  • Generative Mentorship: Exemplars from a STEM Teacher Preparation Program

    Paige Evans, Mariam Manuel, Cheryl Craig

    • Resumen

    págs. 135-171

    

  • An Understanding of the Way Mentors and School Leaders Can Support the Effective Transition of Beginning Teachers into the Teaching Profession

    Michelle Attard Tonna

    • Resumen

    págs. 173-195

    

  • Mentoring as a Professional Practice: Inquiry, Sense-Making, and Collaboration

    Anthony Clarke, Amanda Fritzlan, Scott D. Robertson

    • Resumen

    págs. 197-220

    

  • Classroom Interaction Challenges as Triggers for Improving Early Career Teachers’ Pedagogical Understanding and Competencies Through Mentoring Dialogues

    Auli Toom, Jukka Husu

    • Resumen

    págs. 221-241

    

  • What Remains of Mentor. Investigation on the Former Trainees Involved in Mentoring Program at the University of Bari, Italy

    Loredana Perla, Ilenia Amati, L. S. Agrati

    • Resumen

    págs. 243-265

    

  • Virtual Mentoring for Teacher Education: Mentors and Mentees Learning Together in the Third Space

    Cheri Chan

    • Resumen

    págs. 267-289