The Reflective Educator’s Guide to Mentoring
Strengthening Practice Through Knowledge, Story, and Metaphor
- Diane Yendol-Hoppey - University of North Florida, USA
- Nancy Fichtman Dana - University of Florida, Gainesville, USA
Foreword by Jeffrey Glanz
"Uses metaphor to connect the reader in a personal way with the intricacies of mentoring—a powerful catalyst for reflection."
—Hal Portner, Educational Consultant
"Sets the stage for the reader with a thoughtful, proactive context for carrying on the work of mentor."
—Tom Ganser, Director, Office of Field Experiences, University of Wisconsin-Whitewater
"What the text does so well is enable mentors to deeply consider their role and how they live this role within their interactions with new teachers."
—Debra Pitton, Associate Professor of Education, Gustavus Adolphus College
Deepen your mentoring practice with this innovative new approach!
Effective mentoring requires planned and mindful attention to the ways in which one's knowledge, skills, and experience can be passed on to new teachers. Stressing the importance of deep reflection on one's mentoring practice, the award-winning authors offer eight models/metaphors that mentors can customize to meet the individual needs of their mentees. Proven strategies and real-life stories help teacher educators, trainers, and mentors to:
- Meet the diverse needs of mentor/mentee relationships
- Develop helpful mentoring tools
- Continue to reflect, learn, and grow as mentors
This resource is sure to inspire critical conversation and fresh insights among all mentors committed to professional growth for themselves and their fellow teachers.
"Contributes to the growing richness of mentoring literature by using metaphor to connect the reader in a personal way with the intricacies of mentoring—a powerful catalyst for reflection."
"Very appropriate in mentoring programs that provide ongoing support for mentors. Sets the stage for the reader with a thoughtful, proactive context for carrying on the work of mentoring."
"Mentors who read this book will be challenged to see themselves within the stories. What the text does so well is enable mentors to deeply consider their role and how they live this role within their interactions with new teachers."
"A useful tool in thinking about how best an individual might approach mentoring. In the act of being reflective, a mentor gains the tools needed to guide a new teacher through a complex system of creating an educative-mentoring context, cultivating the dispositions of a successful educator, and guiding a mentee's professional knowledge development."
