Overview

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.

Full Product Details

Author:   Sandra Eady ,  Jane Essex ,  Kay Livingston ,  Margaret McColl
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.453kg
ISBN:  

9780367405984

ISBN 10:   0367405989
Pages:   192
Publication Date:   19 May 2022
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

1. The place of mentoring in Scottish education 1. What do we mean by mentoring? The context for mentoring in Scotland 2. The Scottish approach to mentoring in early phase teacher education: an overview and critique 3. From student to employed teacher 2. Mentoring at each stage of a teacher’s career 4. ‘Meet my mentor’ – the student teacher’s view 5. Mentoring new teachers in Scotland 6. Mentoring in the career-long professional learning phase of teacher education 7. Mentoring for leadership 3. Different facets of impactful mentoring 8. Supporting sustained teacher development through reflection 9. Mentoring through dialogue 10. Collaborative professional learning through observing practice 11. Giving feedback that feeds forward 12. Much more than results: towards a fluidity of practice 13. Digital and remote models of mentoring

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Author Information

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.

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