05785nam 22006855 450 991052007580332120240322004434.09783030798338303079833X10.1007/978-3-030-79833-8(MiAaPQ)EBC6838810(Au-PeEL)EBL6838810(CKB)20275195200041(DE-He213)978-3-030-79833-8(EXLCZ)992027519520004120211221d2021 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierTeacher Induction and Mentoring Supporting Beginning Teachers /edited by Juanjo Mena, Anthony Clarke1st ed. 2021.Cham :Springer International Publishing :Imprint: Palgrave Macmillan,2021.1 online resource (300 pages)Palgrave Studies on Leadership and Learning in Teacher Education,2524-7077Print version: Mena, Juanjo Teacher Induction and Mentoring Cham : Springer International Publishing AG,c2021 9783030798321 Includes bibliographical references and index.Section I: Early career Teacher Education and induction programs -- Chapter 1. Integrative Pedagogies to Promote Professional Development in Beginning Teachers -- Chapter 2. Novice Teachers’ Induction to the Profession in Russia: Issues of management -- Chapter 3. Mentoring in the midst of teachHOUSTON: A multilayered approach -- Chapter 4. The Teacher Induction Scheme (TIS ) in Scotland – adoption, evolution, revolution. -- Chapter 5. Teachers’ Resilience as Key Capacity in Professional Induction: A Systematic Literature Review -- Section II: The role of the mentor: Conceptualizing identity, concerns and challenge -- Chapter 6. Collaborative Engagement in Teacher Mentoring: Teachers and Researchers in Conversation -- Chapter 7. Early Career Teachers’ Professional Concerns and Capabilities as Triggers to Improve the Whole School Community through Collegial Mentoring -- Chapter 8. What Remains of Mentor. Investigation on the Representations of Former Trainees at the University of Bari -- Chapter 9. Virtual Mentoring in the Practicum: Teachers Learning Together in the Third Space -- Section III: Mentoring support in the induction period: skills, knowledge and experiences -- Chapter 10. Managing “Background Noises”: Forms of Support in Novices’ Induction in Arab schools -- Chapter 11. Developing an In-Situ School MEntoring Model to Build Beginning Teachers Classroom Management Capacity and Interpersonal Professional Skills -- Chapter 12. Developing an In-Situ School MEntoring Model to Build Beginning Teachers Classroom Management Capacity and Interpersonal Professional Skills -- Chapter 13. Research Team as Mentored Knowledge Community.This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice. Juanjo Mena is an associate professor in the Department of Education at the University of Salamanca, Spain. He is also an affiliate professor at the University of British Columbia, Canada, and research collaborator at Kazan Federal University, Russia. Anthony Clarke spent a number of years as a classroom teacher in Australia before working with beginning teachers, classroom teachers, and university instructors as a professor at the University of British Columbia in Canada. His current interests include practicum mentoring, teacher inquiry, and schooling in comparative perspective.Palgrave Studies on Leadership and Learning in Teacher Education,2524-7077TeachersTraining ofProfessional educationVocational educationTeachingEducational tests and measurementsTeaching and Teacher EducationProfessional and Vocational EducationDidactics and Teaching MethodologyAssessment and TestingTeachersTraining of.Professional education.Vocational education.Teaching.Educational tests and measurements.Teaching and Teacher Education.Professional and Vocational Education.Didactics and Teaching Methodology.Assessment and Testing.371.102371.102Mena JuanjoClarke Anthony1955-MiAaPQMiAaPQMiAaPQBOOK9910520075803321Teacher induction and mentoring2912637UNINA05080oam 2201225 c 450 991036025420332120260102090118.0978383764973438376497339783839449738383944973110.14361/9783839449738(CKB)4100000009940584(OAPEN)1006535(DE-B1597)527668(OCoLC)1129150531(DE-B1597)9783839449738(MiAaPQ)EBC6637587(Au-PeEL)EBL6637587(transcript Verlag)9783839449738(MiAaPQ)EBC6956112(Au-PeEL)EBL6956112(oapen)https://directory.doabooks.org/handle/20.500.12854/35995(ScCtBLL)de1ce860-6fc1-4c8e-925c-60a00077320b(Perlego)1527814(oapen)doab35995(EXLCZ)99410000000994058420260102d2019 uy 0geruuuuu---auuuutxtrdacontentcrdamediacrrdacarrierVernetzte IslamfeindlichkeitDie transatlantische Bewegung gegen »Islamisierung«. Events – Organisationen – MedienOliver Wäckerlig1st ed.Bielefeldtranscript Verlag20191 online resource (432) ReligionswissenschaftFrontmatter 1 Inhaltsverzeichnis 5 Abbildungsverzeichnis 9 1. Einleitung 13 2. Forschungsstand, Begriffe und Konzepte 19 3. Methode und Erhebung 47 Einleitung 55 4. Das Kernnetzwerk 57 5. Das Gesamtnetzwerk 77 Einleitung 93 6. Neuordnung im Kalten Krieg: Christliche Organisationen 95 7 .Vom Antikommunismus zu Islamfeindlichkeit: Schauplatz südliches Afrika 111 8. Christlich-eschatologische Sichtweisen auf Judentum und Islam 133 9. Islamdiskurs: Experten,Organisationen und Kommunikation 161 10. Vom inneren und äußeren Kulturkampf 253 11. Schluss 383 Literatur 393 Quellen 409 Index 419Mit dem Schlagwort der »Islamisierung« mobilisieren unterschiedliche gesellschaftliche Strömungen ihre Anhängerschaft. Es dient auch dem Kampf gegen liberale Demokratien mit ihrem gesellschaftlichen Pluralismus. Im innergesellschaftlichen Kulturkampf verlangen dabei apokalyptische Nieder- und Untergangsszenarien nach fundamentalem Wandel.Oliver Wäckerligs Netzwerkanalyse zeichnet eine transatlantische islamfeindliche Bewegung mit ihren Übergängen zur Mitte der Gesellschaft nach und zeigt eine organisatorische Kontinuität vom Anti-Kommunismus zur Islamfeindlichkeit auf. »Islam-Experten« stehen dabei in verschiedenen Rollen an den Scharnierstellen des Netzwerks und verbinden Akteure, Organisationen und Medien.Besprochen in:WOZ, 05.09.2021, Jan JirátReligionswissenschaft Wäckerlig, Vernetzte IslamfeindlichkeitDie transatlantische Bewegung gegen »Islamisierung«. Events – Organisationen – MedienIslamfeindlichkeitIslamophobiaNetzwerkanalyseNetwork AnalysisIslam ExpertIslamexperteKulturkampfCulture StruggleAntikommunismusAnti-CommunismMedienMediaReligionPolitikPoliticsIslamPolitische IdeologienPolitical IdeologiesReligionssoziologieSociology of ReligionIslamwissenschaftIslamic StudiesRacismRassismusReligionswissenschaftReligious StudiesIslamfeindlichkeitIslamophobiaNetzwerkanalyseNetwork AnalysisIslam ExpertIslamexperteKulturkampfCulture StruggleAntikommunismusAnti-CommunismMedienMediaReligionPolitikPoliticsIslamPolitische IdeologienPolitical IdeologiesReligionssoziologieSociology of ReligionIslamwissenschaftIslamic StudiesRacismRassismusReligionswissenschaftReligious Studies320.557AP 14150rvkWäckerlig Oliver<p>Oliver Wäckerlig, Schweizerisches Pastoralsoziologisches Institut (SPI) St. Gallen, Schweiz</p>aut1256573Swiss National Science Foundation (SNSF)fndhttp://id.loc.gov/vocabulary/relators/fndDE-B1597DE-B1597BOOK9910360254203321Vernetzte Islamfeindlichkeit4455188UNINA