Championing cutting-edge 21st century mentoring and learning models and approaches / / edited by Tasos Barkatsas and Patricia McLaughlin.

• Superior document: Global Education in the 21st Century Series ; Volume 4
• TeilnehmendeR: McLaughlin, Patricia,; Barkatsas, Anastasios,
• Place / Publishing House: Leiden ;, Boston : : Brill Sense,, [2020]; ©2020
• Year of Publication: 2020
• Language: English
• Series: Global Education in the 21st Century series ; Volume 4.
• Physical Description: 1 online resource.
• Other title: Front Matter --; Copyright page --; Acknowledgements --; Figures and Tables --; Notes on Contributors --; Prologue /; The Mentoring Profile Inventory Grid /; University Student Peer Tutoring /; Championing Peer Feedback on Educational Practice /; Motivators, Challenges and Professional Learning for Australian Classroom Teachers Mentoring Pre-Service Teachers /; Choosing the Best Way to Travel in an Unknown Landscape /; Mentoring Based on Many-Facet Rasch Analysis in Evaluating Mathematical Modelling Tasks /; The Teacher Ambassador /; Theorising Mentoring for the 21st Century Teaching and Learning /; Mentoring Students through Global Experiences /; Epilogue /
• Bibliography: Includes bibliographical references and index.
• ISBN: 9004440372
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Tasos Barkatsas and Patricia McLaughlin.

This exciting addition to scholarly practice showcases a range of invited national and international authors who bring together their expertise, knowledge and previous studies to this edition. It is the fourth book in the series "Global Education in the 21st Century" and focuses upon mentoring in education. What is evident within each of the chapters and is a theme throughout this book is the constant search to articulate the mentoring relationship and to explore within each diverse context the effect of this relationship upon those involved. This thread of intentional discovery is both exciting and exhaustive. What is clear when the totality of chapters are now examined and the key lessons to be learnt are derived, is that the adoption of any one approach and theoretical framework for mentoring in educational contexts is likely to be fraught. That is, the authors have expertly explored both the challenges and advantages of their specific context and the powerful lessons within each context, clearly illustrating the relevance and interrelationship of the context to the mentoring approach. This prevailing message presents significant challenges for educators, setting up a tension between the various aspects of mentoring such as nurturing, imitation, reflective practice and disruptive challenging. When overlaid with the possibility of a shifting transformational role between the mentor and the mentee, the challenges appear vast. But the passion and spirit of the search is also evident in each of the chapters presented here and the overall conclusion of the combined chapters making up the authority of the book is the ardour and voice of educational contexts and diversity, framed in the professional development and learning scaffolds supplied by each of the authors. It is this commitment that will sustain education and mentoring well into the future.