| 書目名稱 | Continued Momentum: Teaching as Mentoring | | 副標(biāo)題 | How Teachers Engage | | 編輯 | Matthew DeJong | | 視頻video | http://file.papertrans.cn/237/236960/236960.mp4 | | 概述 | This is one of the first texts (if.not the first) on mainstream mentoring in schools.The research is applicable to.pre-service teachers, in-service teachers, academics and those involved in the.organi | | 圖書封面 |  | | 描述 | .The position of teacherdemonstrates a broader role within schools, the education system and thecommunity. It is in our educators’ capacity, resources, knowledge and networksthat they can provide for, and meet the needs of, students better than anyother societal program or group. While mentoring practices are usually limitedto “at-risk” students, research suggests a more robust understanding of theneeds of students, as well as teachers as practitioners. With a discussionfocused on the relevant literature, insight from both practicing teachers whomentor their students and students who were mentored by their teachers,Continued Momentum: Teaching as Mentoring explores the dimensions of howteachers mentor their students. Appropriate for pre-service and experiencedteachers, administrators and school support workers; this pivotal text revealshow teachers can engage students in the modern educational reality.? ..Matthew DeJong is an author,filmmaker, travel writer, and award-winning educator. His research interestsinclude mentoring and, most recently, how schools can become the epicentres ofcommunity mentoring in cross-cultural environments.. | | 出版日期 | Book 2016 | | 關(guān)鍵詞 | Mentoring; Teachers; Students; Teens; Cross-cultural | | 版次 | 1 | | doi | https://doi.org/10.1007/978-94-6300-393-3 | | isbn_ebook | 978-94-6300-393-3 | | copyright | The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature B.V. 201 |
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