7 Call for Manuscripts
11 From the Editor
13 High School Matters
“Juggling 400 Oranges”: Calling All Mentor Teachers
Christian Z. Goering
Mentoring and Teacher Development
16 EJ in Focus
Webs of Support for Learning to Teach English Together
Thomas M. McCann, Guest Editor
While the journey to becoming an English teacher can be a haphazard and trying experience, a lot of people can help along the way, and beginners can do much to help themselves.
23 Strengthening New Teacher Agency through Holistic Mentoring
If emerging teachers are going to be something more than technicians, they need to reflect on their instructional worldviews, the mission of schools, and their role as autonomous professionals.
33 The Wish list: Articulating and Responding to New Teachers’ Concerns
Erinn Bentley with Allison Morway and Tammie Short
Although it is possible to cite general trends about the concerns of beginning teachers, each beginner will have specific needs and questions.
40 Questioning and Inquiry in Mentoring New Teachers of English: A Focus on learners
Steven Z. Athanases
An important developmental shift for new teachers moves them away from a focus on self and toward a focus on learners.
49 Collaborative Co-Mentoring for the Novice and the Experienced English Teacher
Steven T. Bickmore
If the experience of teaching is going to keep newly minted teachers committed to the profession, they will have to find ways to break away from the traditional isolation of teaching.
58 Give Them Something to Talk About: The Role of Dialogue in Mentoring Relationships
Dawan Coombs and Kate Goodwin
An effective mentor/protege relationship is essentially dialogical.
65 Forming University and Teacher Partnerships in an Effort to Reframe and Rethink Mentoring Programs
Instead of thinking about teacher development as a series of discrete stages, mentors in schools and universities might re-conceptualize the process as a continuum, with the faculty involved in the preparation continuing a partnership to support the development of beginners in the schools.
71 Distributed Mentoring: Designing Contexts for Collective Support
of Teacher Learning
Debi Khasnabis, Catherine H. Reischl, Melissa Stull, and Timothy Boerst
In contrast to a conventional conception of mentoring as a one-to-one relationship, a model of distributed mentoring taps into the combined knowledge and wisdom of a team to focus attention on the quality of instructional practices and the processes involved in problem solving.