Del i serien Mentoring Trainee and Early Career Teachers

Mentoring Music Teachers in the Secondary School

A Practical Guide

Häftad, Engelska, 2025

559 kr

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Mentoring Music Teachers in the Secondary School helps mentors of trainee and newly qualified music teachers in both developing their own mentoring skills and providing the essential guidance their beginning teachers need as they navigate the roller-coaster of the first years of teaching. Offering tried and tested strategies based on research and evidence, this book covers the knowledge, skills, understanding, and practical tools every mentor needs.This book is a vital source of support and inspiration for mentors involved in developing the next generation of outstanding music education teachers. Key topics explained include:What is meant by mentoringWhat a mentor doesSupporting specific aspects of beginning music teachers’ knowledge, skills, and understandingMoving beginning music teachers on in their professional practiceFilled with key tools for the mentor’s individual development, this essential text offers an accessible guide to mentoring early career music education teachers with ready-to-use strategies that support and inspire both mentors and beginning teachers alike.

Produktinformation

Utgivningsdatum2025-09-26
Mått174 x 246 x 18 mm
Vikt400 g
FormatHäftad
SpråkEngelska
SerieMentoring Trainee and Early Career Teachers
Antal sidor238
FörlagTaylor & Francis Ltd
ISBN9780367435691

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Motje Wolf is a Senior Lecturer in Education at De Montfort University Leicester where she teaches and researches music education.Nikki Booth is currently a part-time Research Assistant for the Birmingham Music Education Research Group (BMERG) at Birmingham City University.Sarah Younie is a Professor in Education Innovation at De Montfort University Leicester and Visiting Professor at Chichester University.

Introduction: A practical guide to mentoring beginning music teachers in the secondary schoolSection 1: What do we mean by mentoring?Chapter 1: Models of mentoringGill Golder, Alison Keyworth, and Clare ShawSection 2: About the mentorChapter 2: Understanding yourself: Exploring beliefs and experiencesKelly Davey Nicklin and Gary SpruceChapter 3: Understanding your approach in relation to advocacy, pedagogy, and professional developmentRebecca LundbergChapter 4: Evaluating my impact as a music mentorMotje Wolf and Helmut SchaumbergerSection 3: About what a mentor doesChapter 5: Performance curation – mentoring beginning music teachers in performance projectsNarelle YeoChapter 6: Developing a mentor–mentee relationshipBethany Carter-SherlockChapter 7: Supporting the mentee: Working at the sharp endEsther CavettSection 4: Supporting specific aspects of beginning music teachers’ knowledge, skills, and understandingChapter 8: What are the building blocks? Thinking about musical skills, knowledge, and understandingAnthony AndersonChapter 9: Mirror, mirror on the wall… supporting beginning music teachers to become reflective practitionersMartin Fautley and Ian AxtellChapter 10: Mentoring for curriculum designAnthony AndersonChapter 11: Preparing beginning music teachers for delivering lessons focussing on student performanceTerezija Štimec and Motje WolfChapter 12: Observing a lessonAustin GriffithsChapter 13: Supporting pupils’ learningIan Axtell and Martin FautleyChapter 14: Facilitating and leading effective discussions with beginning music teachersNikki BoothSection 5: About moving beginning music teachers onChapter 15: Using formative assessment effectively to see the wider pictureNikki BoothChapter 16: Music teacher health and well-being: A practical survival guide for mentor and mentee.Jennifer RowleyReferencesAuthor indexGeneral index