Mentoring to Support Teacher Candidate Development

Part I: Introduction & Overview.- Chapter 1. Mentorship in Higher Education: A Pathway to Student Success.- Chapter 2. Beyond the Concrete: Understanding the Essential Role of Soft Skills for Teacher Candidates.- Chapter 3. Social and Emotional Learning and Teacher Candidate Mentoring.- Part II: Pre-Service Mentoring.- Chaoter 4. Outcomes of Peer Mentoring for Teacher Candidates in a Post-Sec-ondary Concurrent Education Program.- Chapter 5. Shifting the Pre-Service Teacher Role in the Mentoring Relationship Through Knowledge Brokering and Boundary Objects.- Chapter 6. Critical Incident Support Model for Decision-Making in Challeng-ing Mentorship Situations.- Chapter 7. Using Action Research as a Mentorship Framework for Teacher Can-didates.- Chapter 8. Positioning Students as Practicum Mentors: Strategies to Support Pre-Service Teachers’ Professional Learning.- Chapter 9. Exploring Extracurricular Opportunities: Mentoring Teacher Candi-dates in a University Robotics Club.- Chapter 10. The Art of Mentoring Trauma-Informed Educators: Considerations for Teacher Education Programs.- Chapter 11. Alongside and Together: The Role of Practicum Faculty Advisors in Mentoring Teacher Candidates.- Chapter 12. Revisioning New Teacher Education: The Nexus of University and School Partnerships for Transformative Mentorship.- Part III: Mentoring for Student Types.- Chapter 13. Professional Insights for the Successful Implementation of Peer-Mentoring Programs for Undergraduate Teacher Candidates.- Chapter 14. The Importance of Mentorship for Non-Indigenous New Teachers and Teacher Candidates: Moving Toward a Decolonized Classroom by Fostering Reflection, Growth, and Cultural Competency.- Chapter 15. Mentorship Dimensions: A Tool for Mentoring through Reflection in Teacher Education Practica.- Chapter 16. Take a Walk in My Shoes: The Story of Implementing a Reverse Mentoring Pilot at Queen’s University Belfast.- Chapter 17. What if Mentors Were Among Us? Exploring the Potential for Crit-ical Transformative Mentorship in Teacher Education.- Chapter 18. Impactful Mentoring: Strategies for Effective Teacher Development for Teaching Additional Language Learner Students.- Chapter 19. Empowering Diverse Learners: Mentoring International, Additional Language, and At-Risk Teacher Candidates.- Chapter 20. Mentoring and New Teacher Efficacy.- Chapter 21. The Importance of Implementing Mentorship Programs for Black Pre-Service Teachers in Canadian Teacher Education and Induction Programs.- Part IV: Mentoring in Teacher Induction.- Chapter 22. Mentor-Embedded Professional Learning Communities (MEPLCs) as a Tool for Teacher Induction.- Chapter 23. Working Towards Change: The Impact of Mentor Development on Associate Teachers and Faculty Advisors.- Chapter 24. Japan’s Teacher Induction: A Comparative Ethnographic Narrative of Exemplary Mentoring .- Chapter 25. The Impact of Applying the Principle of the New Teacher Induction Program (NTIP) on Mentoring New Early Childhood Educators.- Chapter 26. COVID-19 Mentorship and Systemic Change: A Dual Auto-Ethnography from a Small Ontario School Board.- Chapter 27. Scaffolding New Teacher Mentoring: A Duoethnographic Exploration of Complementary Models of Mentorship of Teacher Candidates in an Ontario Faculty of Education.- Chapter 28. Mentoring Programs to Enhance Early Career Professional Development.- Chapter 29. Enhancing Professional Learning: Mentorship and Collaborative Inquiry.- Chapter 30. Mentor’s Professional Development through Their Mentoring: A Synthesis of Studies in Teaching and Teacher Education.- Chapter 31. Cultivating Growth-Mindset through Life-Long Learning to Advance In-Service Teachers’ Pedagogical Content Knowledge: Proposing a Framework for Canadian K-12 Teachers’ Induction Program.- Chapter 32. Supporting New Teachers Remotely: Electronic Mentoring.- Chapter 33. An Innovative School-University Professional Development Collaboration: Linking an Australian Regional University with a Local School.- Part V: Conclusion.- Chapter 34. From Theory to Practice in the Mentorship Journey: A Reflective Summary.

• Erscheinungsdatum: 13.11.2025
• Autor/Autorin: Clayton Smith
• Reihe: Education (R0)
• Format: E-Book
• Dateiformat: PDF
• Kopierschutz: Wasserzeichen
• Dateigröße: 24 MB
• Verlag: SPRINGER
• Sprache: Englisch
• Umfang: 772 Seiten
• ISBN: 9783032023339
• Lieferung: Sofort per Download
• Hinweis: Sofort per Download lieferbar. Kein physischer Versand.
• Kompatibilität: Lesbar auf Geräten und Apps mit PDF-Unterstützung.