Module Information

Module Identifier
Module Title
Mentoring in Education, Principles and Practice
Academic Year
Semester 2 (Taught over 2 semesters)
Reading List
Other Staff

Course Delivery



Assessment Type Assessment length / details Proportion
Semester Assessment 5,000 word portfolio  100%
Supplementary Assessment Resubmitted 5,000 word portfolio  100%

Learning Outcomes

On successful completion of this module students should be able to:

1. Understand key concepts in mentoring, from both a theoretical and practiced-based perspective.

2. Develop appropriate approaches to supporting mentees in educational contexts, based on mentee need, evidence from research, scholarship, evidence and their own reflection.

3. Understand and plan for the lifespan of mentor-mentee relationships in educational contexts.

4. Critically evaluate their own practice in respect of mentorship in supporting mentees, based on evidence from research, scholarship, evidence and their own reflection.

Brief description

This 30-credit module is designed to develop mentors’ understandings of the nature of their relationship with their mentees, and to challenge them to become pro-active in identifying and meeting the needs of their mentees, whilst also grounding their mentoring practice on evidence and best practice arising from literature and research.


Course Delivery:
Lectures: 10 hours of lectures to be made available online.
Seminars/ Tutorials: 10 hours of seminars to be delivered online.
10 hours of supervisor-student tutorial contact time, to be delivered across the span of the module.
Any other teaching methods: As well as online lectures and seminars, students will be expected to engage with online learning materials (e.g. readings, videos, reflective tasks and journal entry tasks) across the span of the module.

The content of the module will focus on the following areas:

1. Introduction to concepts and definitions of mentoring.
2. Mentoring in practice – who are mentors and what do they do?
3. History of mentoring policies in Education.
4. Models of mentoring (1): Situational mentoring.
5. Models of mentoring (2): Evidence-based practices.
6. Analysing need in the mentoring relationship.
7. Conducting professional conversations, and active listening.
8. Mentoring within a community of practice.
9. Critiquing and evaluating practice: Self-reflective thinking and writing about mentorship.
10. Mentoring and mentee relationships: mentoring lifespans, trajectories, and the end of mentoring relationships.

Module Skills

Skills Type Skills details
Application of Number Students will be expected to draw on a range of statistical data relating to mentoring, and a range of other educational practices.
Communication This will be developed both in seminar discussions and in the written project. There will also be communication between mentors and mentees, and the sharing of good practice between mentors will be encouraged.
Improving own Learning and Performance Students will be challenged to reflect on their own skills, practice and understanding of mentorship in their portfolio.
Information Technology Students will be expected to develop and consolidate their understanding of key aspects of mentorship through engagement with resources through AberLearn Blackboard. All assignments will be word processed and students will be required to use IT resources in the research of their assignments.
Personal Development and Career planning Students will be expected to consider and demonstrate how their mentorship has influenced their mentees, and educational practice more widely in their communities of professional practice. Activities undertaken during this module may also contribute to aspects of Teachers’ Professional Learning Passports if they are based in Wales.
Problem solving Students will be required to analyse the mentoring and support needs of mentees in their care, and put in place appropriate strategies to support them, throughout the life of the mentoring relationship.
Research skills Students will be required to engage critically with evidence arising from literature, research, educational settings and from policy to inform their mentorship practice.
Subject Specific Skills Discipline-specific skills will include: educational research, engaging with evidence and literature, and critical reflection and evaluation on practice.
Team work Seminar activities will involve group work.


This module is at CQFW Level 7