Mentoring Teachers in Scotland

This book assists mentors to develop their mentoring skills, offering guidance needed to support the development of beginning teachers in early years, primary, and secondary schools in the Scottish education system, as well as supporting all teachers in their career-long professional learning.

Auteur

Sandra Eady is a Senior Lecturer in the Division of Psychology, Sociology and Education at Queen Margaret University, Scotland. Jane Essex is a Senior Lecturer in Chemistry Education at the University of Strathclyde, Scotland. Kay Livingston is a Professor of Educational Research Policy and Practice in the School of Education at the University of Glasgow, Scotland. Margaret McColl is a Senior Lecturer in Museum and Art Education in the School of Education at the University of Glasgow, Scotland.

Texte du rabat

This book assists mentors in developing their mentoring skills, offering guidance needed to support the development of beginning teachers in early years, primary and secondary schools in the Scottish education system, as well as supporting all teachers in their career-long professional learning.

Based on research and evidence, Mentoring Teachers in Scotland explores and discusses the knowledge, skills and understanding that underpin mentoring that is responsive to individual mentees' needs. The book includes reflective activities to enable mentors to consider the application of mentoring processes in their own practice, as well as case studies and other learning activities. This book is a valuable source of support and inspiration for all those involved in mentoring and sustaining teachers' professional development at all stages of their career. Key topics explored include:

• roles and responsibilities of mentors within the Scottish education system, and the Scottish model of teaching and teacher development;

• developing a mentor-mentee relationship;

• guiding beginning teachers in Scotland through the mentoring processes;

• strategies for observation, analysis and reflection on practice; and

• mentoring for beginning teachers and career-long professional learning. Mentoring Teachers in Scotland offers an accessible and practical guide to mentoring teachers in Scotland that aims to support, inspire and guide mentors and mentees.

Contenu

Author Biographies

An Introduction to the Series

Section 1. The place of mentoring in Scottish education

1. What do we mean by mentoring? The context for mentoring in Scotland

Kay Livingston

2. The Scottish approach to mentoring in early phase teacher education: an overview and critique

Aileen Kennedy

3. From student to employed teacher

Jacqueline Morley, Elaine Napier, Charlaine Simpson and Pauline Stephen

Section 2. Mentoring at each stage of a teacher's career

4. 'Meet my mentor' - the student teacher's view

Jennifer Farrar and Maggie McColl

5. Mentoring new teachers in Scotland

Margery McMahon

6. Mentoring in the career-long professional learning phase of teacher education

Kay Livingston, Lynne Shiach, Fiona Allen and Niccy Smith

7. Mentoring for leadership

Morag Redford, and Sandra Clarke

Section 3. Different facets of impactful mentoring

8. Supporting sustained teacher development through reflection

Willie McGuire and Jane Essex

9. Mentoring through dialogue

Lorele Mackie

10. Collaborative professional learning through observing practice

Andrea McIllhatton Cardow

11. Giving feedback that feeds forward

Sandra Eady

12. Much more than results: towards a fluidity of practice

Jane Essex

13. Digital and remote models of mentoring

Geetha Marcus