ED4U018 - Learning Through Mentoring 01 Sep 2019 - 31 Aug 2027 | Version 2
Associated Module Information
| Module Code: | ED4U018 | ||
|---|---|---|---|
| Module Title: | Learning Through Mentoring | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Professional Learning in Education | ||
| Faculty Sub Group: | Social Work | ||
| Module Leader: | Gareth Dart | ||
| Module Team: | |||
| First Intended Intake: | SEP 2017 | Final Year of Intake: | 2022 |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 7 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100459 - education studies | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 2 |
|---|---|
| Valid From | 01 Sep 2019 |
| Valid To | 31 Aug 2027 |
Module Aims
To provide the context for personal, professional and academic development of a critical understanding of effective mentoring for learning in diverse, changing and challenging settings.
To critically evaluate current research and developments in relation to mentoring including the various ways that mentoring can be conceptualised.
To critically examine evidence-based practice to inform the design and delivery of mentoring partnerships for learning within own professional context.
To plan, deliver and critically evaluate ongoing mentoring with a mentee to support their development as reflective practitioners in a relevant professional context.
To provide the opportunity to undertake systematic reflection on values and practice in order to further develop mentoring partnerships for learning within a professional role.
Content Summary
Models and definitions: mentor, coach, critical friend, peer mentor
Principles of effective practice: examination of recent research
Contexts and stages of development: teacher education, youth and community training, professional learning, education and training partnerships; placement, induction, CPD.
Practice issues: training (mentor, mentee, partnership tutor, trainer), roles and relationships, identity, expectations and ethics, conventions and tensions, stages of student learning, observation, assessment and regulatory frameworks
Supporting critical reflection in, on and for practice
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 25 |
| Seminar | 5 |
| Tutorial | 1 |
| Independent Study | 200 |
| Directed Study | 69 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | To critically analyse and evaluate theory, policy, processes and practice in relation to learning through mentoring in order to generate new knowledge and understanding |
| LO2 | To apply this learning to mentoring within their professional context |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Portfolio | Portfolio 1 | A written critique to evaluate the efficacy of different mentoring models for professional learning within relevant practice settings (3000) AND Reflection evaluation of personal strengths and areas for development in terms of mentor roles and responsibilities (1000 words or equivalent) AND Presentation of key findings from research and practice about an identified topic (10 mins) | 0 | N/A | 100 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Portfolio 1 | ✔ | ✔ | |