Unit information: Theory and Practice of Mentoring in Science Education in 2014/15

Unit name	Theory and Practice of Mentoring in Science Education
Unit code	EDUCM4007
Credit points	20
Level of study	M/7
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Dr. Wishart
Open unit status	Not open
Pre-requisites	EDUCM4000
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit is targeted at educational professionals including teachers who are currently involved in mentoring newly qualified trainees or those undergoing initial training in teaching science. It requires them to consider and report on how best to support others in developing their pedagogical knowledge, subject knowledge and engagement with learners. The mentors will learn to plan strategically for the professional development of mentees according to their individual needs and the standards set out by the relevant professional association. The unit itself is underpinned by the theoretical concept of the mentor and the mentee both developing as reflective practitioners within the sociocultural context of a school or other educational establishment. It will include practical activities within a mentoring context that are designed to illustrate the underlying theories.

Aims:

• To introduce students to an overview of the issues involved in mentoring in science education.
• To consider the components of mentoring competence; concepts, strategic planning, practical skills, problem solving.
• To discuss research studies on the development of trainee and newly qualified teachers.
• To review methods and styles of mentoring in the context of science education and identify what makes a mentor effective.
• To consider the importance of placing professional development within an holistic framework within the school or educational establishment as a learning organisation.
• To discuss the key factors required by such an organisation's infrastructure to foster trainee’s learning and development.
• To consider the relationship of teachers' work and the types of establishment organisation and cultures that can best support mentors and the professional learning and development of trainee or newly qualified teachers.
• For students to engage in and report on mentoring trainee or newly qualified education professionals or teachers.

Intended Learning Outcomes

• Knowledge of how trainee and newly qualified education professionals learn.
• A deeper understanding of the nature and context of science education, its characteristic pedagogies and the how to impart these to a trainee or newly qualified education professional.
• Critical reflection upon stages in development as a professional or teacher in science education and as a mentor.
• Recognition of good practice in mentoring in the science education context.
• Understanding and exemplification of ways in which mentors can facilitate the professional development of both newly qualified and initial trainees in science education.

Teaching Information

The teaching strategy will employ three broad approaches, where appropriate, with the aims of contextualising as well as theorising issues of central importance, the development of student autonomy, and the individualisation of study and support. These are:

Face to Face Teaching Examples here include large and small group teaching methods, including presentations from staff and experienced professionals, debates, case study analyses, student presentations and practical workshops.

ELearning ELearning approaches will be used to facilitate individualised study and support within the broad parameters of the units and programme. These will include: on-line discussion (with individuals and groups, online supervision and peer mentoring, guidance and feedback. Critical use of Web resources will be encouraged.

Research Where appropriate, for example in order to provide data for analysis or to support a dissertation study, the use of action research, small-scale empirical studies and observations of professional practice will be encouraged and facilitated.

Assessment Information

A portfolio of evidence (to total 4,000 words or equivalent) to support learning throughout the unit. This will include examples of critiques and activities produced during the unit, evaluations of activities such as discussion and observation with mentees etc. all supported by a reflective diary / journal. It will be substantially more than just the completed tasks requiring a literature review analysing relevant texts and articles and critical reflection linking this literature to the evidence presented. It should include a bibliography.

Reading and References

1. Malderez, A. and Bodoczky, C. (1999) Mentor courses: a resource book for trainer-trainers. Cambridge: Cambridge University Press.
2. Clutterbuck, D. and Megginson, D. (1997) Mentoring in Action: A Practical Guide for Managers. Kogan Page
3. Brooks, V. and Sikes, P. (1997) The good mentor guide: initial teacher education in secondary schools. Open University Press.
4. Allsop, T. and Benson, A. (eds) (1996) Mentoring for Science Teachers (Developing Science & Technology Education). Open University Press.
5. Rhodes, C., Stokes, M. and Hampton, G. (2004) A Practical Guide to Mentoring, Coaching and Peer-Networking: Teacher Professional Development in Schools and Colleges. London: RoutledgeFarmer
6. Mentoring and Tutoring [journal]