Mentoring Languages Teachers in the Secondary School helps mentors of beginning languages teachers in both developing their own mentoring skills and providing the essential guidance beginning teachers need as they navigate the roller-coaster of the first years of teaching. Offering tried and tested strategies based on the best research and evidence, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans, feedback guides, observation sheets and examples of dialogue with beginning languages teachers.
Research suggests that the role of the mentor is highly influential to the beginning teacher, and this book considers language-specific aspects as well as a focus on the holistic well-being of the beginning teacher. Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding languages teachers. Key topics explained include the following:
- Roles and responsibilities of mentors
- The subject knowledge and understanding required by beginning languages teachers
- The lesson planning process
- Guidance on teaching core skills of reading, writing, speaking and listening
- Development opportunities for languages teachers
- Observations and pre- and post-lesson discussions
Filled with the key tools needed for the mentors individual development, this new text offers an accessible guide to mentoring languages teachers with ready-to-use strategies that support, inspire and elevate both mentors and beginning teachers alike.
Mentoring Languages Teachers in the Secondary School helps mentors of trainee and early career languages 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.
SECTION 1: INTRODUCTION TO MENTORING
Introduction
Chapter
1. Models of Mentoring
Chapter
2. Understanding yourself and how your experiences influence your
approach to mentoring
Chapter
3. What makes a good mentor in modern languages? How to help
beginning teachers flourish
SECTION 2: GETTING STARTED AS A MENTOR
Chapter
4. Setting your mentee up for success
Chapter
5. Supporting emerging languages teachers: Key principles to guide
the journey
Chapter
6. Supporting the integration of beginning modern languages teachers
into the community of practice
SECTION 3: DEVELOPING BEGINNING LANGUAGES TEACHERS PEDAGOGICAL KNOWLEDGE,
SKILLS, AND UNDERSTANDING
Chapter
7. Supporting beginning languages teachers to analyse teaching that
they observe
Chapter
8. Supporting the lesson planning process of beginning languages
teacher
Chapter
9. Helping beginning modern language teachers to analyse their own
planning and teaching
Chapter
10. Observing your mentees teaching and giving written feedback
Chapter
11. Holding pre- and post- lesson discussions with beginning modern
languages teachers
Chapter
12. Accelerating Mentorship: Coaching Insights for Empowering Mentor
Meetings
SECTION 4: PROVIDING EFFECTIVE SUPPORT FOR BEGINNING LANGUAGES TEACHERS
WELLBEING
Chapter
13. Managing Wellbeing and Workload with Beginning Languages
Teachers
Chapter
14. Supporting a beginning languages teacher who is struggling: a
range of scenarios
SECTION 5: SUPPORTING LANGAUGES TEACHERS AS THEY PROGRESS THROUGH LATER
STAGES OF THEIR TRAINING AND BEYOND
Chapter
15. Engaging with and in research for classroom practice: Supporting
the beginning languages teacher
Chapter
16. Developing the wider professional role of the beginning languages
teacher
Chapter
17. Continuing to mentor beginning languages teachers beyond their
initial teacher training
Chapter
18. Supporting expert languages teachers: educative mentoring for
success
Appendix 1
Appendix 2
Appendix 3
Laura Molway is a Senior Lecturer at the University of Oxford Department of Education, specialising in second language teacher education.
Anna Lise Gordon was a Modern Languages Postgraduate Certificate of Education (PGCE) tutor, before taking on wider leadership and research roles at St Marys University, Twickenham.
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