Introduction
Key aspects of becoming an effective educator are developing leadership skills, assessing learner needs, adapting instructional approaches for learners, and reflecting on effectiveness. Many of these skills can be developed in teacher education programs by offering mentoring opportunities for reflection and soft skills development as teacher candidates move towards becoming teachers.
Objective of the Book
This book explores the variety of ways mentoring can be used to support teacher candidate development by providing an overview of how mentoring can be used in teaching practice, and specifically how it can be employed to support the development of a range of student types, including in-risk students, additional language students, and international learners. It will stress the ‘soft’ or generic skills that enhance employability and the ability to work comfortably with others, such as communication skills, critical thinking, problem-solving, life-long learning, ethics, and leadership.
Target Audience
This book is designed to be used for in-service teaching and beginning teacher induction.
Recommended topics include, but are not limited to, the following:
- Mentoring as teaching
- Soft skills developed during mentoring
- Importance of mentoring to induction to the teaching profession
- Use of mentoring to develop leadership skills in teaching
- Use of mentoring to develop “soft” skills in teaching
- Case studies on mentoring in teacher education programs (focused on skill development and outcomes)
- Insights for the successful implementation of peer mentoring programs for undergraduate teacher candidates
- Mentoring as an associate teacher and advisor
- Mentoring for student types (e.g., in-risk first-year university students, additional language students, international learners, and others)
- Teacher induction programs
- New teacher perspectives on teacher induction programs
- Veteran teacher perspectives on teacher induction programs
- Ways that mentoring will change with the challenges facing the teaching profession
Submission Procedure
Researchers and practitioners are invited to submit on or before July 15, 2024, a chapter proposal of 1,000 to 2,000 words clearly explaining their proposed chapter. Authors will be notified by August 1, 2024, about the status of their proposals and sent chapter guidelines. Full chapters (8,000 to 10,000 words) are expected to be submitted by September 31, 2024. All submitted chapters will be reviewed on a double-anonymized review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Mentoring to Support Teacher Candidate Development. All manuscripts are accepted based on a double-anonymized peer-review editorial process.
All proposals should be submitted to Clayton.Smith@uwindsor.ca
Publisher
This book is scheduled to be published by Springer Nature, a German-British academic publishing company created by the May 2015 merger of Springer Science+Business media and Holtzbrinck Publishing Group’s Nature Publishing Group, Palgrave Macmillan, and Macmillan Education. For additional information regarding the publisher, please visit https://www.springernature.com/gp. This publication is anticipated to be released in 2025.
Important Dates
July 15, 2024: Proposal Submission Deadline
August 1, 2024: Notification of Acceptance
September 31, 2024: Full Chapter Submission
October 31, 2024: Review Results Returned
November 15, 2024: Final Acceptance Notification
December 31, 2024: Final Chapter Submission
Clayton Smith
Faculty of Education
University of Windsor
401 Sunset Avenue
Windsor, ON N9B 3P4 CANADA
Clayton.Smith@uwindsor.ca