Abstract
Imagine a mentor working with a group of teachers. All of them were introduced to a reading comprehension program and learned about how important it is for teachers a) to assume an active role for students by means of setting them meaningful goals and b) showing the relevance of adopting a metacognitive approach to a learning task by encouraging learners to admit their own failures, and c) to seek ways of mending them.
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Sánchez, E., García, J.R. (2015). Understanding Teachers as Learners in Reading Comprehension Mentoring. In: Tillema, H., Westhuizen, G.J.v.d., Smith, K. (eds) Mentoring for Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-058-1_11
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DOI: https://doi.org/10.1007/978-94-6300-058-1_11
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