Applying the principles of facilitative teaching to mentorship, this book brings together well-established knowledge about mentoring with the experiences and ideas of mentors in the field to advance and support the professional development of language teachers. Recognizing the impact of globalization and technology, Smith and Lewis identify processes and pathways for mentors to develop multi-layered skills for working with teachers in both their own and cross-cultural contexts, and in face-to-face and virtual settings. Grounded in theory, this innovative approach is illustrated with authentic experiences, and ready to be applied by readers in their specific settings around the world.
With an interactive design that encourages participation and practice, each chapter includes vignettes, reflections, and challenging scenarios from mentors in training. Self-reflection and task sections at the end of each chapter engage the reader in combining theory with practice. Sample materials such as mentor-mentee contracts, work plans, journal templates, discussion suggestions (face-to-face or online), and observation forms deepen understanding and enable mentors to adapt or create their own materials. This practical and context-adaptable guide is accessible to mentors at any career stage, for use in personal professional development, or as part of mentor training sessions.
"Smith and Lewis develop in-depth the single most effective approach to professional development—mentoring. Facilitative mentoring is flexible, experiential, and relational. This book goes beyond buzzwords to specific steps and contexts, richly illustrated with real-world examples. For those committed to mentoring as effective and deeply transformative, this interactively-designed book is an invaluable and indispensable guide."
-- Bradley Baurain, Moody Theological Seminary and Graduate School, USA
"This important and original book, drawing on research and practice as well as vignettes that reflect practitioners’ perspectives and experiences, fills a much needed gap in the TESOL professional development literature and will be an invaluable resource for teachers and teacher educators."
--Jack C. Richards, University of Sydney and University of Auckland
Section 1: Mentee-centered Mentoring
Chapter 1: Mentor & Mentee Identities
Chapter 2: The Needs of Mentees
Chapter 3: Setting Goals for Mentoring
Section 2: Mentoring in Context
Chapter 4: The Classroom Context
Chapter 5: Broader Contexts of Mentoring
Section 3: Interactive Mentoring
Chapter 6: Challenges to Effective Communication
Chapter 7: The Mentor’s Feedback Role
Chapter 8: The Mentor as Questioner
Section 4: Task-based Mentoring
Chapter 9: Classroom Observation
Chapter 10: Group Mentoring
Chapter 11: Action Research Projects
About the Authors