This course will be taught online through regular twilight webinars. You will also have access to your own personal tutor who will be able to support you individually. Assessment is carried out through written assignments. Guidance and support are given through the courses regarding the expectations of writing at Masters level. The course consists of five modules as follows:
Module 1: Introduction to Mentoring Theory (30 credits)
The first of the two modules in the Postgraduate Certificate introduces a range of theories relating to mentoring in education. One aim is to respond to the findings of the Carter Review (2015) into mentoring in ITT. This suggests that more attention should be given to the quality of training for mentors working in schools. Ofsted recommends that this training needs to be rigorous, in that it should go beyond the ‘structure and nature of the course’ and should look to develop the skills of mentoring. Another aim is to combine the practical needs of mentoring in education with a wide range of scholarship on this topic.
Module 2: A Research-Based Approach to Mentoring (30 credits)
This module builds upon the first module and focuses on an examination of existing research to understand how theory is implemented into practice. Building upon the theory and models explored in the previous module, these topics aim to synthesise theory with their own experience. This module focuses on developing further the skills required for effective mentoring.
Module 3: Critical reflections on Mentoring (30 credits)
This module enables students to critically reflect on their own practice and critically engage with research in light of their own experience and context. This brings together the review of mentoring standards with the intellectual rigour of Masters level writing. This module focuses on an extended assignment with guidance to develop appropriate evaluative skills.
Module 4: The Wider Context of Mentoring (30 credits)
The final module brings together the preceding modules, develops the implications of topics already raised, for example, dealing with difficult situations by examining complexity. There is also an opportunity to evaluate different research models of effective mentoring and places this in a wider context. The arguments surrounding the relationship between mentoring and coaching are considered. The role of mentoring in an educational context are evaluated and the implications for leadership. Comparisons are also made between mentoring in education with different examples of mentoring. What can education learn from different contexts, e.g. business, psychology?
Module 5: Research Methodology and a Dissertation (60 credits)
This module is compulsory in order for all Masters students to be able to develop in-depth knowledge and understanding of a particular area of interest in the context of educational research. Through completing this module students gain knowledge of the research process itself and the ability to evaluate other research projects in a specific field. Once this has been undertaken students devise and carry out their own small-scale research project with guidance from the University and specifically their supervisor. Students engage with the topic of research methodology and through this process develop their own critical skills as reflective practitioners. This module introduces students to some of the complexities and challenges of engaging in educational research. The written assignment for this module is 12,000 – 15,000 words.
Aims of the Programme
- To provide an in-depth analysis of the Mentor Standards
- 1. Personal Qualities
- 2. Teaching
- 3. Professionalism
- 4. Self-development and Working in Partnership
- To combine practice with relevant research and evidence-based practice in academic study at Masters level
- To enable participants to reflect upon and improve their support of mentees
- Through the development of academic criticality and the synthesis of this with relevant evidence-informed practice, to prepare participants to become well-informed educational leaders of the future.
Who should take this course?
- Teachers in the UK and internationally
- Current mentors on the ITT programmes
- Mentors in SCITTs
- Overseas teachers