Dimensions in mentoring : a continuum of practice from beginning teachers to teacher leaders / / edited by Susan D. Myers and Connie W. Anderson.

• TeilnehmendeR: Myers, Susan D.; Anderson, Connie W.
• Year of Publication: 2012
• Edition: 1st ed. 2012.
• Language: English
• Physical Description: 1 online resource (266 p.)
• Notes: Description based upon print version of record.
• Bibliography: Includes bibliographical references.
• ISBN: 9460918697; 9460918700
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Susan D. Myers and Connie W. Anderson.

This book provides practitioners, researchers, and those involved in mentoring activities insight into varying types of mentoring. It covers aspects of mentoring with preservice teachers, K-12 practitioners, academia, and professionals in public and private sectors. Other areas not typically covered include service learning, faculty and graduate student writing and research groups, undergraduate and graduate student mentoring groups, online programs for alternatively certified teachers, formal mentoring programs for marginalized and underrepresented populations, academic mentoring for tenured faculty, and mentoring support for administrators at all levels! A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level. A unique approach to mentoring, a variety of theoretical contexts and frameworks is presented and suggestions for discussions, assignments, and dialogue opportunities are offered at the end of each chapter. These suggestions are practical applications and implications for extending conversations among professionals and are easily transferable to a variety of professional development activities. While primarily intended for teacher educators, it is a complete guide for those in public education who are interested in professional development activities. The topics addressed are useful to those who are new to the field of mentoring and to those who support mentoring projects at any level.