Mentoring Beginning Teachers: Guiding, Reflecting, Coaching
Mentoring Beginning Teachers: Guiding, Reflecting, Coaching
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指导初任教师：指导、反思、指导
DOI：
10.5860/choice.38-1686
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发表时间：
2000
期刊：
影响因子：
--
通讯作者：
Jean Boreen
中科院分区：
文献类型：
--
作者：
Jean Boreen
新教师曾经分享过在他们的第一个教室里漂泊不定的不愉快经历，仅仅依靠他们在业余课程中学到的东西或从短暂的学生教学中学到的东西。幸运的是，现在情况已经不同了，因为在职教育和在职培训项目已经明智地招募了经验丰富的教师作为导师，帮助新教师带着信心和支持开始他们的职业生涯。指导使新教师能够在更有经验的同事的监督指导下探索他们的信念并挑战他们对教学的假设。这本书为那些在学区担任新教师导师的K-12教师提供了策略。作者提供了一个观点，指导开始教师，是启发和奖励的导师和新手。通过模拟反思性思维实践，导师促进了他们自己和初任教师的专业成长。导师们根据自身的经验，以合理的理论原则为支撑，以实际的想法回答新手的问题。作者阐述了如何使初任教师超越典型的计划-教学-评估模式，进入更高层次的联合评估和反思。作者提供了哲学见解，理论框架，指导模式和战略与开始教育工作者。具体的教师轶事，日记条目，反思性的写作，和其他插图提供了正在进行的导师/开始教师通信的例子。还包括导师/开始教师配对的建议，问题，以打开合议对话，提示教师反思，并对最常见的导师问题的一节。这些实际的想法，由理论原则证实，鼓励丰富，有益的指导经验的导师和新教师。
New teachers once shared the unhappy experience of being set adrift in their first classrooms, relying only on what they had learned in preservice courses or picked up from brief stints of student teaching. This is fortunately no longer the case, for preservice and inservice programs have wisely enlisted practicing veteran teachers as mentors to help beginning teachers start their careers with confidence and support. Mentoring enables beginning teachers to explore their beliefs and challenge their assumptions about teaching under the watchful guidance of more experienced colleagues.This book offers strategies for those K-12 teachers who work as mentors with beginning teachers in their school districts. The authors provide a view of mentoring beginning teachers that is enlightening and rewarding for both the mentor and the novice. By modeling reflective thinking practices mentors enhance both their own and the beginning teacher's professional growth. And drawing from their own experiences, mentors respond to questions from novices with practical ideas supported by sound theoretical principles.The authors illustrate how to move the beginning teacher beyond the typical plan-teach-evaluate mode to a higher level of joint assessment and reflection. The authors provide philosophical insights, a theoretical framework, and mentoring models and strategies for working with beginning educators. Specific teacher anecdotes, journal entries, reflective writings, and other illustrations provide examples of ongoing mentor/beginning teacher communications. Also included are recommendations for mentor/beginning teacher pairings, questions to open collegial conversations, prompts for teacher reflection, and a section on the most commonly asked mentor questions. These practical ideas, substantiated by theoretical principles, encourage a rich, rewarding mentoring experience for both the mentor and the beginning teacher.