Mentoring to Improve Teacher and Pupil Learning EDUC5878

  • Academic Session: 2019-20
  • School: School of Education
  • Credits: 40
  • Level: Level 5 (SCQF level 11)
  • Typically Offered: Runs Throughout Semesters 1 and 2
  • Available to Visiting Students: No

Short Description

This course will explore the nature of mentoring teachers within the context of career-long professional learning. Issues related to the multiple roles of a mentor, language skills for mentor conversations, observation and analysis of learning will be introduced and examined critically.


3 days in Semester 1 and 3 days in Semester 2 plus tutorials

Requirements of Entry



A written assignment (50%) presenting a critical analysis and review of literature in the field of mentoring demonstrating knowledge and understanding of the characteristics and multiple roles of a mentor and the range of strategies and their appropriate use in mentoring conversations in the context of teachers' career-long professional learning (4000 words +/- 10%)

Portfolio (50%) of evidence of a series of mentoring conversations in the context of career-long professional learning (at least 6 collaborative learning logs), including critical review of the mentoring process and at least 3 extracts from mentor's reflective logs (baseline, middle of course and end of course mentor reflections on mentoring conversations and processes). (4000 words +/- 10%))

Main Assessment In: August

Course Aims

To develop knowledge and understanding of mentor characteristics and mentoring processes in the context of teachers' career-long professional learning in school.

To develop skills and understanding of mentor language used in mentoring conversations

To understand the impact of mentoring on improving teachers' professional learning and pupils' learning outcomes.

To develop skills and understanding of relationship building between mentor and mentee

To examine critically the principles and theories that underpin mentoring processes

To develop knowledge and understanding of the concept of mentoring and mentoring processes through critical review of literature in the field of mentoring in the context of career-long professional learning.

To enable course participants to apply and reflect critically on mentoring processes with teachers in school.

Intended Learning Outcomes of Course

By the end of this course students will be able to:


Knowledge and understanding:

■ Articulate the nature and roles of mentors in school in strengthening teachers' career-long professional learning

■ Outline a range of mentoring strategies that are responsive to the mentee's needs and progression of the mentee in the specific context

■ Critically review the literature in the field of mentoring, and professional learning, particularly career-long professional learning

■ Articulate the role of interpersonal skills in building trusting mentor/mentee relationships and development of supportive and challenging learning environments in school

■ Outline the relationship between the mentor, mentee and improving pupil learning

■ Demonstrate knowledge and understanding of the significance, purpose and impact of language choice in mentoring processes

■ Present the critical review of the application of mentoring processes in written format drawing on the literature reviewed, self-evaluations and the analysis of the evidence of the recordings of the series of mentoring conversations


Skills and Other Attributes

■ Apply the range of knowledge, skills and practices in mentoring with a colleague or group of colleagues in school (including mentoring in the context of PRD, and practitioner enquiry)

■ Use appropriate communication skills in mentoring conversations

■ Record and critically analyse a series of mentoring conversations in the context of strengthening career-long professional learning, including consideration of the role and use of Career-long Professional Learning Standards

■ Self-evaluate and critically review the mentoring processes undertaken, including critical review of video recordings and structured logs used to record mentor conversations

■ Articulate and demonstrate the values and dispositions that underpin mentoring processes


Intellectual Sills

■ Critical enquiry, questioning and problem-solving skills 

■ Gather, analyse and use evidence to improve teaching and learning

■ Read and write critically

■ Review literature to support development of knowledge and understanding and critical analysis of practice


Key/Transferable Skills

■ Problem solving

■ Reflection

■ Communication

■ Interpersonal skills for relationship building

■ Analysis and use of evidence to plan next steps in learning and teaching

■ Self-evaluation and facilitation of other people's self-evaluation

Minimum Requirement for Award of Credits

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.