Being Mentored: Getting What You Need

Title
Contents
CHAPTER 1: Mentoring, Transformative Learning, and the Teacher Candidate
	The Value of Being Mentored, Particularly for Teacher Candidates
	Diverse Undergraduates, Diverse Learners
	The Traditional Undergraduate
	The “New” Undergraduate
	Initiative, Experience, and Transformative Learning
	Mentoring as an Integral Part of Learning to Become a Teacher
CHAPTER 2: Benefiting from the Mentoring Relationship
	A Humanistic Approach to Mentoring
	Mentoring as a Transformative Experience
	Reflective Practices
	Reflection
	Critical Reflection
	Reflexive Practices
	Being Reflexive as You Learn and Teach
	Being Reflexive in the Mentoring Relationship
CHAPTER 3: Establishing a Mentoring Relationship
	Before You Look for a Mentor
	Finding a Mentor
	Access Is a Matter of Knowing the Rules: Skills/Strategies Needed to Gain Access to Mentors
	Expectations: Yours and Your Mentor’s
	Characteristics of Good Mentors
	Characteristics of Good Mentees
	Successful Mentoring Relationships
CHAPTER 4: Working with Specific Kinds of Mentors
	Working with a Professor
	Student Teaching and Your Cooperating Teacher
	Student Teaching, Your Field Supervisor, and Clinical Supervision
	On the Job: Directors or Principals, Colleagues, and Consultants
	Directors or Principals
	Colleagues
	Consultants
	Social Supports: Family, Friends, and Fellow Students
	Being Assertive: Getting What You Need Using DERM
	DERM
CHAPTER 5: Identifying Challenges in Mentored Relationships
	Identifying Your Own Learning Styles
	Processing Strategies
	Regulation Strategies
	Concepts of Learning
	Learning Orientations
	Motivation
	Making the Match or Finding Your Complement
	Working with Mentors Who Are Different from You: Ethnicity, Gender, and Age
	Differences in Race and Ethnicity
	Gender Differences
	Differences in Age
CHAPTER 6: Continuing to Reflect and Learn
	Being a Lifelong, Reflective Practitioner
	Sharing What You Know: Mentoring Others
	Teaching and Working for Social Justice
References
Indexes