Study-Unit Description

Study-Unit Description


CODE LLI5010

 
TITLE Practicum for School-based Mentoring

 
LEVEL 05 - Postgraduate Modular Diploma or Degree Course

 
ECTS CREDITS 10

 
DEPARTMENT Leadership for Learning and Innovation

 
DESCRIPTION In this study-unit students will be paired with one or two student-teachers who will be placed in their school to observe their class and eventually teach it during the block five-week teaching practice. The students will hence be expected to act as teacher mentors and support their mentees in planning instructional material and giving them feedback to any lessons their mentees may conduct.

The students are required to keep a reflective log and evaluate this experience, both individually and in small groups. Moreover, they will be assigned a number of tasks that they will specifically undertake with their student-teachers, and they will be assessed on the performance of these tasks.

Study-unit Aims:

This study-unit aims to:
1. Enable teacher mentors to support their mentees in organising their thoughts and make sense of classroom events;
2. Lead to professional forms of inquiry and goal setting by teacher mentors;
3. Promote a model of learning that views teaching as an ongoing process of knowledge building;
4. Promote conversation and collaboration between Faculty tutors, teacher mentors and mentees.

Learning Outcomes:

1. Knowledge & Understanding:
By the end of the study-unit the student will be able to:

1. Define their own experiences to assist their mentees in developing strategies that work for him/her;
2. List various strategies for their mentee;
3. Label the benefits and pitfalls of various teaching strategies with their mentee;
4. Recognise ways of how to engage in professional conversations with their mentees by using appropriate constructive language and building trust and security.

2. Skills:
By the end of the study-unit the student will be able to:

1. Conduct their practice in such a way that observation progresses to gradual responsibilities ranging from lesson planning to actual teaching;
2. Identify and review appropriate technologies to assist in the learning and development of their mentees and the schools they are based in;
3. Integrate their mentees into the school policies, ethos and community;
4. Supervise, evaluate and/or appraise student-teachers in effective classroom practices;
5. Critique, with their mentees, lesson and student evaluation;
6. Organise ample opportunities for their mentees to show initiative and creative ability;
7. Formulate open discussions with their mentees so they can question procedures
that are not understood and feel comfortable to discuss any problem in connection with the mentoring experience;
8. Consolidate constructive criticism in a positive, supportive manner.

Main Text/s and any supplementary readings:

Main texts:

Furlong, J. and Maynard, T. (1995) Mentoring student teachers: The growth of professional knowledge. London: Routledge.
Duffy, K. (2013). Providing constructive feedback to students during mentoring. Nursing Standard, Vol. 27, No. 31, pp. 50 - 56.
Le, P. T. I. and Vasquez, C. (2011). Feedback in teacher education: Mentor discourse
and intern perceptions. Teacher Development, Vol. 15, No. 4, pp. 453 - 470.
McCann, T. M. and McBee Orzulac, M. J. (2012). Positioning student teachers as powerful partners: Dancing without bruised toes. The English Journal, Vol. 102, No. 1, pp. 84 - 87.
Yee Fan Tang, S. and Choi, P. L. (2005). Connecting theory and practice in mentor preparation: mentoring for the improvement of teaching and learning. Mentoring & Tutoring: Partnership in Learning, Vol. 13, No. 3, pp. 383 - 401.

Supplementary texts:

Bracha, E. and Hoffenbartal, D. (2015). The existence of sense of coherence in teaching situations among student-teachers. Social and Behavioral Sciences, Vol. 180, pp. 722 – 729.
Helgevold, N. Næsheim-Bjørkvik, G. and Østrem, S. (2015). Key focus areas and use of tools in mentoring conversations during internship in initial teacher education. Teaching and Teacher Education, Vol. 49, pp. 128 - 137.
Lofthouse, R. and Thomas, U. (2014) Mentoring student teachers: A vulnerable workplace learning practice. International Journal of Mentoring and Coaching in Education, Vol. 3, No. 3, pp. 201 - 218.
Nilssen, V. L. (2010). Guided Planning in First‐Year Student Teachers' Teaching. Scandinavian Journal of Educational Research, Vol. 54, No. 5, pp. 431 - 449.
Nilsson, P. and Driel, J. (2010). Teaching together and learning together:Primary science student teachers’ and their mentors’ joint teaching and learning in the primary classroom. Teaching and Teacher Education, Vol. 26, pp. 1309 - 1318.
Velzen, C., Volman, M., Brekelmans, M. and White, S. (2012). Guided work-based learning: Sharing practical teaching knowledge with student teachers. Teaching and Teacher Education, Vol. 28, pp. 229 - 239.

 
ADDITIONAL NOTES Pre-Requisite qualifications: B. Ed (Hons.) or PGCE + Permanent Teachers' Warrant

 
STUDY-UNIT TYPE Group Learning, Independent Study & Practicum

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Resit Availability Weighting
Portfolio SEM2 Yes 25%
Presentation (20 Minutes) SEM2 Yes 25%
Reflective Diary SEM2 Yes 50%

 
LECTURER/S

 
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 2020/1. It may be subject to change in subsequent years.

https://www.um.edu.mt/course/studyunit