Learning to Mentor-as-Praxis

Foundations for a Curriculum in Teacher Education

  • Lily Orland-Barak

Table of contents

  1. Front Matter
    Pages i-xv
  2. Lily Orland-Barak
    Pages 31-57
  3. Lily Orland-Barak
    Pages 59-88
  4. Lily Orland-Barak
    Pages 89-116
  5. Lily Orland-Barak
    Pages 117-126
  6. Lily Orland-Barak
    Pages 127-142
  7. Lily Orland-Barak
    Pages 159-199
  8. Lily Orland-Barak
    Pages 207-208
  9. Back Matter
    Pages 209-237

About this book


The concept of mentoring has undergone a major shift from guide/guided or instructor/protégé arrangements toward more reciprocal, collaborative models. Informed by a robust theoretical framework and real-life examples of successful and ineffective interactions, Learning to Mentor-as-Praxis analyzes in compelling detail how belief systems, ideologies, and values affect the mentoring relationship, why they are critical factors in today’s multicultural landscape, and how they can be used in the training of the next generation of mentors. In this proactive framework, learning to mentor is less a process of acquiring discrete skills and more the gaining of an interrelated set of competencies. At the same time, the book emphasizes the evolution of professional development—pre-service, in-service, and higher education—by focusing on these areas:

  • Sociocultural and contextual aspects of mentoring
  • Literature review: acts and agency in mentoring
  • Appreciation, participation, and improvisation: the key domains of praxis
  • Building reciprocal interactions in dyads and groups
  • Using challenges, paradoxes, and impasses
  • Guidelines for designing and implementing a curriculum in mentor education

A bold reappraisal of current theory and practice and a new conceptualization of mentoring as domains of appreciation, participation and improvisation in praxis, Learning to Mentor-as-Praxis belongs in every academic library and on the shelves of researchers and professionals in mentoring, teacher education, and curriculum development.


Curriculum Development Mentor-as-Praxis Mentoring Professional Competence Professional Learning curriculum domains of praxis dyadic learning education learning mentored learning phronesis professional practice reciprocal interactions second

Authors and affiliations

  • Lily Orland-Barak
    • 1
  1. 1.Faculty of EducationUniversity of HaifaHaifaIsrael

Bibliographic information