The concept of mentoring has undergone a major shift from guide/guided or instructor/protégé arrangements toward more reciprocal, collaborative models. Informed by a robust theoretical framework and real-life examples of successful and ineffective interactions, Learning to Mentor-as-Praxis analyzes in compelling detail how belief systems, ideologies, and values affect the mentoring relationship, why they are critical factors in today´s multicultural landscape, and how they can be used in the training of the next generation of mentors. In this proactive framework, learning to mentor is less a process of acquiring discrete skills and more the gaining of an interrelated set of competencies. At the same time, the book emphasizes the evolution of professional development-pre-service, in-service, and higher education-by focusing on these areas:
Sociocultural and contextual aspects of mentoring
Literature review: acts and agency in mentoring
Appreciation, participation, and improvisation: the key domains of praxis
Building reciprocal interactions in dyads and groups
Using challenges, paradoxes, and impasses
Guidelines for designing and implementing a curriculum in mentor education
A bold reappraisal of current theory and practice and a new conceptualization of mentoring as domains of appreciation, participation and improvisation in praxis, Learning to Mentor-as-Praxis belongs in every academic library and on the shelves of researchers and professionals in mentoring, teacher education, and curriculum development.
