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What is mentoring? What makes a teacher a mentor?
From Teaching to Mentoring is an argument for the power, practicality and the basic good of a simple educational idea. The authors advocate a sound, comprehensive and lifelong education, shifting the emphasis of the learning process to the needs of the student. Whilst heeding traditional criteria of educational excellence, they ask for profound educational and political transformations:
* Teachers become collaborative inquirers with their students
* Students become skilled and lifelong independent learners
* Academic institutions become learning communities embracing the full diversity of human curiosity and experience.
The book covers discussion on what mentoring is, and why it is now so much in demand. It details the distinctive features of mentoring, including asking questions, students' reflections and responses and collaborative curriculum planning.
Drawing upon two decades of extensive research and practice, and using a variety of illuminating case studies, the authors offer a stimulating and thorough examination of mentoring. This combination of theory and practice will be invaluable to anyone involved in the teaching of adults in further and higher education, as well as university administrators, programme directors and developing and training officers.
What is mentoring? What makes a teacher a mentor?
From Teaching to Mentoring is an argument for the power, practicality and the basic good of a simple educational idea. The authors advocate a sound, comprehensive and lifelong education, shifting the emphasis of the learning process to the needs of the student. Whilst heeding traditional criteria of educational excellence, they ask for profound educational and political transformations:
* Teachers become collaborative inquirers with their students
* Students become skilled and lifelong independent learners
* Academic institutions become learning communities embracing the full diversity of human curiosity and experience.
The book covers discussion on what mentoring is, and why it is now so much in demand. It details the distinctive features of mentoring, including asking questions, students' reflections and responses and collaborative curriculum planning.
Drawing upon two decades of extensive research and practice, and using a variety of illuminating case studies, the authors offer a stimulating and thorough examination of mentoring. This combination of theory and practice will be invaluable to anyone involved in the teaching of adults in further and higher education, as well as university administrators, programme directors and developing and training officers.
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