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 |
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:
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.
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.