Mentoring Languages Teachers in the Secondary School helps mentors of trainee and early career languages teachers in both developing their own mentoring skills and providing the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years of teaching.
Mentoring Languages Teachers in the Secondary School helps mentors of trainee and early career languages teachers in both developing their own mentoring skills and providing the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years of teaching.
Laura Molway is a Senior Lecturer at the University of Oxford Department of Education, specialising in second language teacher education. Anna Lise Gordon was a Modern Languages Postgraduate Certificate of Education (PGCE) tutor, before taking on wider leadership and research roles at St Mary's University, Twickenham.
Inhaltsangabe
SECTION 1: INTRODUCTION TO MENTORING Introduction Chapter 1. Models of Mentoring Chapter 2. Understanding yourself and how your experiences influence your approach to mentoring Chapter 3. What makes a good mentor in modern languages? How to help beginning teachers flourish SECTION 2: GETTING STARTED AS A MENTOR Chapter 4. Setting your mentee up for success Chapter 5. Supporting emerging languages teachers: Key principles to guide the journey Chapter 6. Supporting the integration of beginning modern languages teachers into the community of practice SECTION 3: DEVELOPING BEGINNING LANGUAGES TEACHERS' PEDAGOGICAL KNOWLEDGE, SKILLS, AND UNDERSTANDING Chapter 7. Supporting beginning languages teachers to analyse teaching that they observe Chapter 8. Supporting the lesson planning process of beginning languages teacher Chapter 9. Helping beginning modern language teachers to analyse their own planning and teaching Chapter 10. Observing your mentee's teaching and giving written feedback Chapter 11. Holding pre- and post- lesson discussions with beginning modern languages teachers Chapter 12. Accelerating Mentorship: Coaching Insights for Empowering Mentor Meetings SECTION 4: PROVIDING EFFECTIVE SUPPORT FOR BEGINNING LANGUAGES TEACHERS' WELLBEING Chapter 13. Managing Wellbeing and Workload with Beginning Languages Teachers Chapter 14. Supporting a beginning languages teacher who is struggling: a range of scenarios SECTION 5: SUPPORTING LANGAUGES TEACHERS AS THEY PROGRESS THROUGH LATER STAGES OF THEIR TRAINING AND BEYOND Chapter 15. Engaging with and in research for classroom practice: Supporting the beginning languages teacher Chapter 16. Developing the wider professional role of the beginning languages teacher Chapter 17. Continuing to mentor beginning languages teachers beyond their initial teacher training Chapter 18. Supporting expert languages teachers: educative mentoring for success Appendix 1 Appendix 2 Appendix 3
SECTION 1: INTRODUCTION TO MENTORING Introduction Chapter 1. Models of Mentoring Chapter 2. Understanding yourself and how your experiences influence your approach to mentoring Chapter 3. What makes a good mentor in modern languages? How to help beginning teachers flourish SECTION 2: GETTING STARTED AS A MENTOR Chapter 4. Setting your mentee up for success Chapter 5. Supporting emerging languages teachers: Key principles to guide the journey Chapter 6. Supporting the integration of beginning modern languages teachers into the community of practice SECTION 3: DEVELOPING BEGINNING LANGUAGES TEACHERS' PEDAGOGICAL KNOWLEDGE, SKILLS, AND UNDERSTANDING Chapter 7. Supporting beginning languages teachers to analyse teaching that they observe Chapter 8. Supporting the lesson planning process of beginning languages teacher Chapter 9. Helping beginning modern language teachers to analyse their own planning and teaching Chapter 10. Observing your mentee's teaching and giving written feedback Chapter 11. Holding pre- and post- lesson discussions with beginning modern languages teachers Chapter 12. Accelerating Mentorship: Coaching Insights for Empowering Mentor Meetings SECTION 4: PROVIDING EFFECTIVE SUPPORT FOR BEGINNING LANGUAGES TEACHERS' WELLBEING Chapter 13. Managing Wellbeing and Workload with Beginning Languages Teachers Chapter 14. Supporting a beginning languages teacher who is struggling: a range of scenarios SECTION 5: SUPPORTING LANGAUGES TEACHERS AS THEY PROGRESS THROUGH LATER STAGES OF THEIR TRAINING AND BEYOND Chapter 15. Engaging with and in research for classroom practice: Supporting the beginning languages teacher Chapter 16. Developing the wider professional role of the beginning languages teacher Chapter 17. Continuing to mentor beginning languages teachers beyond their initial teacher training Chapter 18. Supporting expert languages teachers: educative mentoring for success Appendix 1 Appendix 2 Appendix 3
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