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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.

Teacher orientation. --- Mentoring in education. --- Mentors in education --- Education --- Teacher induction --- Orientation of teachers --- Teachers --- Training of --- Tutoria (Ensenyament) --- Formació del professorat --- Lideratge en l'educació --- Lideratge en l'ensenyament --- Lideratge educatiu --- Lideratge --- Directors d'escola --- Programes de millora de l'eficàcia escolar --- Psicologia pedagògica --- Relacions professor-alumne --- Formació d'educadors --- Formació dels mestres --- Perfeccionament del professorat --- Formació --- Escoles normals --- Observació (Mètode d'ensenyament) --- Pràctiques pedagògiques --- Professors --- Acció tutorial --- Assistència pedagògica --- Professors tutors --- Tutors i tutoria (Educació) --- Tutors i tutoria (Ensenyament) --- Orientació educativa --- Teachers—Training 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. --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Examinations --- Psychological tests --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Rating of

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Symfonie --- Orkestmuziek

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concerto's --- cellomuziek --- anno 1800-1899 --- France

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This volume contains an Open Access Chapter Research on teacher education and classroom teaching has evolved significantly in recent decades, with more research taking an international or intersectional lens. The International Study Association on Teachers and Teaching (ISATT) has moved with the field, beginning as a predominantly white European and North American organization in 1983, it now has active membership from more than 60 countries across the globe. The ISATT 40thAnniversary Yearbook, presented over three volumes, reflects this growth through celebrating the contributions of ISATT members over time and offering current scholarly research to inform current and future teacher education and teaching. Bringing together top research from the Finnish Educational Research Association (FERA) and Taylor & Francis published over the past 10 years, plus cutting-edge new chapters, Approaches to Teaching and Teacher Educationexplores established and innovative approaches to teaching and teacher support. The chapters explore teacher development, identity, morals, ethics and politics and teaching and teacher education with vulnerable and marginalized populations. All three volumes that make up the ISATT40th Anniversary Yearbook offer invaluable insights for teacher educators and educational researchers the world over, offering international perspectives from North America, Europe, South America, Asia, Africa, and Australasia.

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This edited volume explores the emotional work of being an online teacher educator. The chapter authors discuss the intense work involved in planning, teaching, and navigating intuitional contexts in order to build a relationship between online teaching and the Self-Study of Teacher Educator Practice (S-STEP) methodology. Additionally, the authors of the chapters in the book used the S-STEP methodology to move their practices and their teacher-educator identities beyond emergency/crisis uses of online teaching common during campus building closures. Each chapter offers different ways that S-STEP methodology can be used to sustain oneself as an online teacher educator. Although there are specific strategies and practices, this is not a ‘how-to’ book for online teacher educating—it is an exploration of online teachers and groups of online teachers supporting themselves and each other by studying and learning from their practices.

Teachers --- Educational technology. --- Education, Higher. --- Teaching and Teacher Education. --- Digital Education and Educational Technology. --- Higher Education. --- Training of.