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Journal of Curriculum Studies Volume 34, 2002 - Issue 4
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Original Articles

What's in a case?: What mentors' cases reveal about the practice of mentoring

Lily Orland-Barak
Pages 451-468 | Published online: 08 Nov 2010

Citations (38)

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Read on this site (11)

Cheryl J. Craig, Paige Evans, Donna Stokes, Leah McAlister-Shields & Gayle A. Curtis. (2023) Multi-layered mentoring: exemplars from a U.S. STEM teacher education program. Teachers and Teaching 0:0, pages 1-30.
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Henrik Lindqvist, Maria Weurlander, Linda Barman, Annika Wernerson & Robert Thornberg. (2023) Work-based learning partnerships: mentor-teachers’ perceptions of student teachers’ challenges. Educational Research 65:3, pages 392-407.
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Jill Willis, Peter Churchward, Denise Beutel, Rebecca Spooner-Lane, Leanne Crosswell & Elizabeth Curtis. (2019) Mentors for beginning teachers as middle leaders: the messy work of recontextualising. School Leadership & Management 39:3-4, pages 334-351.
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Alissa Beth Burstein & Eli Kohn. (2017) What Makes a Good School Leadership Program? A Qualitative Study of the Lookstein Center Educational Leadership Advancement Initiative (ELAI). Journal of Jewish Education 83:2, pages 109-132.
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Lorenzo Cherubini. (2010) A GROUNDED THEORY OF PROSPECTIVE TEACHERS' META-COGNITIVE PROCESS: INTERNALIZING THE PROFESSIONAL STANDARDS OF TEACHING. The Teacher Educator 45:2, pages 96-117.
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Dragana Martinovic. (2009) Being an expert mathematics online tutor: what does expertise entail?. Mentoring & Tutoring: Partnership in Learning 17:2, pages 165-185.
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Lily Orland‐Barak. (2006) Convergent, divergent and parallel dialogues: knowledge construction in professional conversations. Teachers and Teaching 12:1, pages 13-31.
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Sylvia Yee Fan Tang & Pik Lin Choi. (2005) Connecting theory and practice in mentor preparation: mentoring for the improvement of teaching and learning. Mentoring & Tutoring: Partnership in Learning 13:3, pages 383-401.
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Lily Orland‐Barak & Hayuta Yinon. (2005) Sometimes a novice and sometimes an expert: mentors’ professional expertise as revealed through their stories of critical incidents. Oxford Review of Education 31:4, pages 557-578.
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Lily Orland‐Barak . (2005) Cracks in the iceberg: surfacing the tensions of constructivist pedagogy in the context of mentoring. Teachers and Teaching 11:3, pages 293-313.
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Lily Orland-Barak. (2003) Emergency room stories: mentors at the intersection between the moral and the pedagogical . Journal of In-Service Education 29:3, pages 489-512.
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Articles from other publishers (27)

Lily Orland-Barak. (2023) Reprint: Lost in Translation: Mentors Learning to Participate in Competing Discourses of Practice. Journal of Teacher Education 74:2, pages 131-139.
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W. Marieke Jaspers, Frans Prins, Paulien C. Meijer, T. Mainhard & Theo Wubbels. (2022) Mentor teachers’ intended intervening during student teachers’ lessons: A vignette study in Dutch primary education. Teaching and Teacher Education 117, pages 103342.
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Lawrence Jun Zhang & Donglan Zhang. (2020) Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English. Asian-Pacific Journal of Second and Foreign Language Education 5:1.
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W. Marieke Jaspers, Frans Prins, Paulien C. Meijer & Theo Wubbels. (2018) Mentor teachers' practical reasoning about intervening during student teachers' lessons. Teaching and Teacher Education 75, pages 327-342.
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Aris Reynold V. Cajigal. (2018) Examining the Complexities of Teaching through Case Writing. International Journal of Learning and Teaching, pages 70-75.
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Lily Orland-Barak & Ditza MaskitLily Orland-Barak & Ditza Maskit. 2017. Methodologies of Mediation in Professional Learning. Methodologies of Mediation in Professional Learning 37 50 .
Rebecca Eliahoo. (2016) An analysis of beginning mentors’ critical incidents in English post-compulsory education. International Journal of Mentoring and Coaching in Education 5:4, pages 304-317.
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Lily Orland-Barak. 2016. International Handbook of Teacher Education. International Handbook of Teacher Education 105 141 .
Caroline Ridley. (2015) A placement with health visitors: Mentors' experiences with nursing students in pre-registration training. Journal of Health Visiting 3:6, pages 336-343.
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Abigail Adin-Surkis. (2015) Teachers Evaluate the New Curriculum in English: Views regarding Evaluation and Evaluation Tools. Research in Education 93:1, pages 34-59.
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Guido Van Esch & Harm Tillema. 2015. Mentoring for Learning. Mentoring for Learning 155 179 .
W. Marieke Jaspers, Paulien C. Meijer, Frans Prins & Theo Wubbels. (2014) Mentor teachers: Their perceived possibilities and challenges as mentor and teacher. Teaching and Teacher Education 44, pages 106-116.
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Cynthia White. (2014) The distance learning of foreign languages: A research agenda. Language Teaching 47:4, pages 538-553.
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Freema Elbaz-Luwisch & Lily Orland-Barak. 2013. From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community. From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community 97 113 .
Orly Shapira‐Lishchinsky. (2012) Mentors' ethical perceptions: implications for practice. Journal of Educational Administration 50:4, pages 437-462.
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Yuly Asención Delaney. (2012) Research on Mentoring Language Teachers: Its Role in Language Education. Foreign Language Annals 45:s1.
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Jaana Tähtinen, Tuija Mainela, Satu Nätti & Saila Saraniemi. (2011) Intradepartmental Faculty Mentoring in Teaching Marketing. Journal of Marketing Education 34:1, pages 5-18.
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Solveig Struksnes, Ragna I. Engelien, Wenche B. Bogsti, ?yfrid L. Moen, Siv S. Nordhagen, Elisabeth Solvik & Barbro Arvidsson. (2012) Nurses? conceptions of how an alternative supervision model influences their competence in assessment of nursing students in clinical practice. Nurse Education in Practice 12:2, pages 83-88.
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Thomas R. KoballaJr.Jr., Julie Kittleson, Leslie U. Bradbury & Michael J. Dias. (2010) Teacher thinking associated with science‐specific mentor preparation. Science Education 94:6, pages 1072-1091.
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Leslie Upson Bradbury. (2010) Educative mentoring: Promoting reform‐based science teaching through mentoring relationships. Science Education 94:6, pages 1049-1071.
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Lily Orland-Barak. 2010. Teachers as Learners. Teachers as Learners 179 198 .
Vivi Lisbeth Nilssen. (2009) Lærer og øvingslærer – om utvikling av dobbel yrkesidentitet. Norsk pedagogisk tidsskrift 93:2, pages 135-146.
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Lorenzo Cherubini. (2009) Exploring prospective teachers' critical thinking: Case-based pedagogy and the standards of professional practice. Teaching and Teacher Education 25:2, pages 228-234.
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Harm Tillema & Lily Orland-Barak. (2006) Constructing knowledge in professional conversations: The role of beliefs on knowledge and knowing. Learning and Instruction 16:6, pages 592-608.
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Lily Orland-Barak. (2016) Lost in Translation. Journal of Teacher Education 56:4, pages 355-366.
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Lily Orland-Barak & Suzana Klein. (2005) The expressed and the realized: Mentors’ representations of a mentoring conversation and its realization in practice. Teaching and Teacher Education 21:4, pages 379-402.
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Camilla Vásquez. (2004) “Very carefully managed”: advice and suggestions in post-observation meetings. Linguistics and Education 15:1-2, pages 33-58.
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