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[null,"1.","Record Nr.",null,"UNINA9910779169403321"]
[null,null,"Autore",null,"Podsen India <1945-, >"]
[null,null,"Titolo",null,"Coaching & mentoring first-year and student teachers / / India J. Podsen, Vicki M. Denmark"]
[null,null,"Pubbl/distr/stampa",null,"Abingdon, oxon : , : Routledge, , 2013"]
[null,null,"ISBN",null,"1-317-92329-4"]
[{"$nulls":4},"1-315-85397-3"]
[{"$nulls":4},"1-317-92330-8"]
[{"$nulls":4},"1-283-52427-9"]
[{"$nulls":4},"9786613836724"]
[{"$nulls":4},"1-61442-195-1"]
[null,null,"Edizione",null,"[Second edition.]"]
[null,null,"Descrizione fisica",null,"1 online resource (208 p.)"]
[null,null,"Disciplina",null,"370.71"]
[null,null,"Soggetti",null,"Mentoring in education - United States"]
[{"$nulls":4},"Student teachers - United States"]
[{"$nulls":4},"First year teachers - United States"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","First published 2007 by Eye on Education."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"Cover; Title Page; Copyright Page; MEET THE AUTHORS; TABLE OF CONTENTS; 1 SINK OR SWIM-YOU'RE ON YOUR OWN; Scenario One; Scenario Two; Toughing It Out; Student Internships and Entry-Level Realities; A Viable Option; How to Use This Guide; To the Cooperating Teacher and First-Year Peer Mentor; To the Staff Developer or College Instructor; References; Coaching Boosters; 2 FROM MASTER TEACHER TO MASTERFUL MENTOR; Why We Need You, the Master Teacher; So What Is Mentoring?; Summary; References; Coaching Boosters; 3 ASSESSING YOUR COACHING AND MENTORING APTITUDE; 4 SIZING UP THE SITUATION"]
[{"$nulls":4},"Case StudyRecent Trends in Teacher Education; What is a Professional Development School and Why Do We Need Them?; What Does a Cooperating Teacher or First-Year Peer Mentor Do?; Summary; References; Coaching Boosters; COMPETENCY TRAINING MODULES; COMPETENCY 1: UNDERSTANDING THE COACHING AND MENTORING ROLE; Competency Statement; Knowledge Base Highlights; Purposes for Mentoring; Mentor's Roles and Tasks; Selection of Mentors; Mentor Qualifications; Matching Mentees and Mentors; Student Interns; Entry-Level Teachers; Training and Support for Mentoring; Benefits for All; "]
[{"$nulls":4},"The Student Intern"]
[{"$nulls":4},"The Cooperating Teacher MentorEntry-Level Teachers; Peer Mentors; Context for Mentoring in Schools; Teacher-Mentoring Program Evaluation; Summary; References; Coaching Boosters; COMPETENCY 2: PROMOTING COLLABORATIVE LEARNING; Competency Statement; Knowledge Base Highlights; Creating a Connection; Getting to Know Your Mentee; Planning for Success-Clarity of Purpose; Improving Your Facilitation Skills; Fostering Open Dialog; Reserving Criticism and Judgment; Dealing with Conflict; Conflict Defined; Conflict Approaches; Confronting Problems; Summary; References; Coaching Boosters"]
[{"$nulls":4},"COMPETENCY 3: NURTURING THE NOVICE: ACTIVATE COGNITIVECOACHINGCompetency Statement; Knowledge Base Highlights; Sequencing the Teaching Experiences; For Student Interns; For First-Year Teachers; Reality Therapy; For Student Interns; For First-Year Teachers; Providing Constructive Feedback; What You Need to Know About Adult Learning and TeacherDevelopment; What You Need to Know About Cognitive Coaching; Cognitive Coaching Defined; Key Principles and Basic Assumptions; Cognitive Coaching Tools; Sensitivity to the Novice's Teacher-Preparation Program; Collaborating with Supervisors"]
[{"$nulls":4},"For Student InternsFor First-Year Teachers; Summary; References; Coaching Boosters; COMPETENCY 4: DEVELOPING YOUR PERFORMANCE-COACHINGSKILLS; Competency Statement; Knowledge Base Highlights; Performance Coaching-A Five-Step Process; Step 1: Present the Basic Knowledge, Operating Skills, and/or Rationale for theTeaching Skill; Step 2: Demonstrate How the Skill Works Under VaryingConditions Within Classrooms; Step 3: Let the Novice Practice the Skill in NonthreateningConditions; Step 4: Provide Feedback on Performance That is Specific and Nonjudgmental"]
[{"$nulls":4},"Step 5: Employ a Systematic Coaching Cycle That IncludesConferences to Encourage Novices to Reflect on TheirTeaching and Develop Problem-Solving Skills"]
[null,null,null,"Sommario/riassunto","Features over 60 step-by-step procedures, checklists, and planning guides for supervisors, mentors, and all those engaged in in-service teacher training. NEW to this edition: updated coverage of standards, assessment, analyzing student work, cognitive coaching, and more."]