From Teaching to Mentoring Principle and Practice, Dialogue and Life in Adult Education
From Teaching to Mentoring: Principle and Practice, Dialogue and Life in Adult Education by Lee Herman, published by Psychology Press in 2004, explores the concept of mentoring within the context of adult education. This edition spans 231 pages and is presented in English. The book argues for a transformative approach to education, emphasizing the importance of shifting focus from traditional teaching methods to a more student-centered learning process.
Readers will find a thorough examination of mentoring, including its distinctive features such as collaborative inquiry and the development of independent learning skills. The text draws on two decades of research and practice, incorporating various case studies to illustrate its points. It addresses the evolving role of teachers as mentors and the necessity for academic institutions to foster inclusive learning communities. This book is relevant for those involved in adult education, including educators, administrators, and program directors.
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What is mentoring? What makes a teacher a mentor?
From Teaching to Mentoring is an argument for the power, practicality and the basic good of a simple educational idea. The authors advocate a sound, comprehensive and lifelong education, shifting the emphasis of the learning process to the needs of the student. Whilst heeding traditional criteria of educational excellence, they ask for profound educational and political transformations:
* Teachers become collaborative inquirers with their students
* Students become skilled and lifelong independent learners
* Academic institutions become learning communities embracing the full diversity of human curiosity and experience.
The book covers discussion on what mentoring is, and why it is now so much in demand. It details the distinctive features of mentoring, including asking questions, students’ reflections and responses and collaborative curriculum planning.
Drawing upon two decades of extensive research and practice, and using a variety of illuminating case studies, the authors offer a stimulating and thorough examination of mentoring. This combination of theory and practice will be invaluable to anyone involved in the teaching of adults in further and higher education, as well as university administrators, programme directors and developing and training officers.
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