to a growing interest in mentoring and new teacher induction, the authors offer
a unique view of developing quality mentors. Drawing on empirical research,
practitioner action inquiry and field-tested practices from induction programs,
they explore effective mentoring in diverse educational contexts. With richly
contextualised and thoughtfully analysed excerpts from actual mentoring
conversations and powerful examples of practice, the volume offers educators,
researchers and policymakers a reform-minded vision of the future of mentoring.
conventional wisdom, this essential resource