| CODE | LLI5008 | ||||||||
| TITLE | School-based Mentoring | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Leadership for Learning and Innovation | ||||||||
| DESCRIPTION | In this unit the students will be exposed to an understanding of mentoring in practice, through discussions of what makes effective mentoring and an identification of the best practices in mentoring. These discussions will be held both with the tutor and among themselves. Moreover, through engaging with the set reading texts, they will be exposed to the complexities of mentoring and reach an understanding of the different learning needs which need to be addressed in student-teachers / NQTs. This unit will comprise of 2 components: an introductory seminar and online learning. Study-unit Aims: This study-unit aims to: 1. Facilitate reflection and enhance professional learning; 2. Provide personal growth and learning opportunities for both mentors and mentees; 3. Capitalise on the importance of peer relationships; 4. Attribute a feeling of confidence and self-efficacy to students serving the role of teacher mentors; 5. Enable students within this online community to connect and contribute to each other's learning. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: 1. Relate and contribute to the body of teacher knowledge through participation in systematic inquiry; 2. Define evidence-based practice and list findings which can support innovative change in teacher learning; 3. Recognise the importance of one's communication and facilitation skills and show readiness in enhancing them; 4. Explain and articulate the values, beliefs, strengths and challenges of school-based mentoring; 5. Discuss how to improve and enhance one's leadership style as a teacher mentor. 2. Skills: By the end of the study-unit the student will be able to: 1. Assess their mentees' learning needs and adequately address them; 2. Design time and physical resources in an effective and responsible manner to support the mentees' learning and development; 3. Plan and prepare teaching and learning programmes in collaboration with their mentees, through developing and using a range of teaching and learning techniques; 4. Appraise their mentees' learning achievements; 5. Rate and evaluate their own performance and plan their future practice in a way which meets professional requirements. Main Text/s and any supplementary readings: Main Texts: Buhagiar, M. and Attard Tonna, M. (2015). School-based mentoring in initial teacher education: The Exploratory Phase. Msida: Faculty of Education. Caena, F. (2014) Initial teacher education in Europe: An overview of policy issues. Luxembourg: Publications Office of the European Union. Carrillo, C. and Baguley, M. (2011). From school teacher to university lecturer: Illuminating the journey. Teaching and Teacher Education, Vol. 27, pp. 62 - 72. McQuillin, S. D., Straight, G. G. and Saeki, E. (2015). Program support and value of training in mentors鈥� satisfaction and anticipated continuation of school-based mentoring relationships. Mentoring & Tutoring: Partnership in Learning, pp. 1 - 16. Supplementary texts: Dominguez, N. and Hager, M. (2013). Mentoring frameworks: Synthesis and critique. International Journal of Mentoring and Coaching in Education, Vol. 2, No. 3, pp. 171 - 188. Jones, R. and Brown, D. (2011). The mentoring relationship as a complex adaptive system: Finding a model for our experience. Mentoring & Tutoring: Partnership in Learning, Vol. 19, No. 4, pp. 401 - 418. Kwan, T. and Lopez-Real, F. (2005). Mentors' perceptions of their roles in mentoring student teachers. Asia-Pacific Journal of Teacher Education, Vol. 33, No. 3, pp. 275 - 287. Larkin, D. B. (2013). 10 things to know about mentoring student teachers. Phi Delta Kappa International,Vol. 94, No. 7, pp 38 - 43. P盲ivi, A. (2012). Student teachers' outlooks upon the ethics of their mentors during teaching practice. Scandinavian Journal of Educational Research, Vol. 56, No. 1, pp. 39-53. Young, J. R., Bullough, R. V., Draper, R. J., Smith, L. K. and Erickson, L. B. (2005).Novice teacher growth and personal models of mentoring: choosing compassion over inquiry. Mentoring & Tutoring: Partnership in Learning, Vol. 13, No. 2, pp. 169 - 188. |
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| ADDITIONAL NOTES | Pre-Requisite qualifications: B. Ed (Hons.) or PGCE + Permanent Teachers' Warrant | ||||||||
| STUDY-UNIT TYPE | Independent Online Learning and Seminars | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Michelle Attard Tonna |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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