EDU8217 : Investigating collaborative models of teacher development (Inactive)
- Inactive for Year: 2019/20
- Module Leader(s): Dr Rachel Lofthouse
- Owning School: Education, Communication & Language Sci
- Teaching Location: Mixed Location
|Semester 1 Credit Value:||20|
1. To promote learning through critical reflection on and research into the practices of coaching and mentoring;
2. To consider coaching and mentoring as opportunities for educational leadership.
3. To contextualise coaching and mentoring within the wider practices of Continuing Professional Development for teachers and evidence of the efficacy of a range of models.
4. To identify the similarities and differences between coaching and mentoring as described by the research literature and as defined in real practice contexts;
5. To understand the potential role and tensions of developing coaching and mentoring within current professional development and performance management frameworks for teachers.
Outline Of Syllabus
In this module participants will investigate existing and potential coaching and mentoring practice in their own professional educational setting (e.g. school, College, HE). This will be analysed in relation to wider structures and opportunities for professional development in that context and contextualised within national policy frameworks and research evidence. Participants will be asked to consider and evaluate their own prior and current experience of coaching and/or mentoring. The taught sessions will introduce research and theory related to the role, nature and value of coaching and mentoring at different stages of a teacher’s training and career. Differences and similarities of the approaches and models will be considered, and issues of performativity and professionalism in relation to them will be explored. Research evidence will be used as means of theorising practice and as a prompt for re-considering existing practice norms.
|Scheduled Learning And Teaching Activities||Lecture||2||2:00||4:00||N/A|
|Guided Independent Study||Assessment preparation and completion||1||40:00||40:00||N/A|
|Scheduled Learning And Teaching Activities||Workshops||2||2:00||4:00||N/A|
|Scheduled Learning And Teaching Activities||Dissertation/project related supervision||1||2:00||2:00||N/A|
|Guided Independent Study||Independent study||1||150:00||150:00||N/A|
Teaching Rationale And Relationship
The taught sessions will allow for the exploration of models of coaching and mentoring through reference to research, theory and students’ own experiences of practice (as coaches / coachees and/or mentors /mentees). Approaches to investigating their own context and relating this to policy and research will be modelled through group interaction and review. Students will be encouraged to collate and bring with them documentary evidence from their practice, allowing development of enquiry processes based on source material. Issues of confidentiality when discussing practice contexts and experiences will be explored. Lectures / workshops will tend to merge as the sessions will be designed to be interactive, but also to draw on the expertise of the tutors in relation to the themes.
The format of resits will be determined by the Board of Examiners
|Portfolio||1||M||100||Portfolio 1 and Portfolio 2.Word count 4,000|
Assessment Rationale And Relationship
The aims of the assessment are
• To encourage the student to integrate evidence from practice, theory, policy and research in relation to collaborative models of teacher development.
• To provide the student with an opportunity to reflect on their own and / or others’ experiences of professional development and performance management.
• To provide the student with a purpose and structure for an enquiry into practices associated with collaborative teacher development.
• To provide the student with a context in which you can develop their skills of reflective academic writing.
There are two sections in this assignment. Each one has two versions. The student should select the options which are best suited to their current or past context – most significantly dependent on whether or not they are currently working in an educational setting such as a school or college.
The portfolio is in two sections, each with option A or B.
Section 1, option A: Critical Incident Analysis from the students’ own experience of coaching, mentoring, or lesson observation (in either role).
Section 1, option B: Critical perspective analysis based on ONE peer-reviewed article related to coaching, mentoring, or lesson observation.
Section 2, option A: A small-scale enquiry through which the student investigates their own professional context in relation to collaborative models of teacher development (e.g. coaching and/or mentoring) in the context of policy frameworks and research evidence. This will be written as a reflective commentary.
Section 2, option B: A small-scale enquiry through which the student investigates a specific professional context in relation to collaborative models of teacher development (e.g. coaching and/or mentoring) in the context of policy frameworks and research evidence. This will be written as a reflective commentary.