Adult Educators' Guide to Designing Instructor Mentoring.

Autor/inn/en	Sherman, Renee; Voight, Janet; Tibbetts, John; Dobbins, Dionne; Evans, Arthur; Weidler, Danielle
Institution	Pelavin Research Inst., Washington, DC.
Titel	Adult Educators' Guide to Designing Instructor Mentoring.
Quelle	(2000), (67 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adult Basic Education; Adult Educators; Adult Learning; Beginning Teacher Induction; Comparative Analysis; Educational Needs; Educational Objectives; Educational Principles; Educational Quality; English (Second Language); Guidelines; Learning Theories; Mentors; Peer Counseling; Professional Development; Program Design; Program Implementation; Questionnaires; Recognition (Achievement); Resource Allocation; Strategic Planning; Systems Approach; Teacher Competencies; Teacher Competency Testing; Teacher Improvement; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Adulte education; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Bildungsprinzip; Quality of education; Bildungsqualität; English as second language; English; Second Language; Englisch als Zweitsprache; Richtlinien; Learning theory; Lerntheorie; Programme design; Programmaufbau; Programmplanung; Fragebogen; Soziale Anerkennung; Ressourcenallokation; Strategy; Planning; Strategie; Planung; Systemischer Ansatz; Lehrkunst; Theorie-Praxis-Beziehung
Abstract	This document provides guidelines for designing mentoring programs to facilitate the professional development of adult basic education (ABE) and English-as-a-second-language (ESL) instructors. Chapter 1 discusses the rationale behind mentoring in ABE programs. Special attention is paid to the following topics: how mentoring fits with adult learning theory; how mentoring compares with peer coaching; and what principles underlie quality mentoring systems. Chapter 2 examines the following issues related to ways programs can support mentoring: integrating mentoring into a program's professional development system; allocating staff and time for mentoring; and rewarding and recognizing mentors and proteges. Chapter 3 details the following steps for developing and implementing mentoring: (1) identifying mentoring goals; (2) selecting mentors; (3) selecting proteges; (4) matching mentors and proteges; (5) establishing frequency and duration of the mentor/protege relationship; (6) providing professional development and ongoing support for mentors; (7) identifying mentoring content; (8) identifying mentoring strategies; (9) assessing and evaluating mentoring; and (10) financing mentoring. The following items are appended: 21 questions for strategic planning; a list of 30 instructor competencies; profiles of mentoring in ABE and ESL programs; and 17 references. (MN)
Anmerkungen	For full text: http://www.air.org/nrs/reports/Mentoring%20Guide.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01