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Unit information: Mentoring and Coaching in 2015/16

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Unit name Mentoring and Coaching
Unit code EDUCM0038
Credit points 20
Level of study M/7
Teaching block(s) Academic Year (weeks 1 - 52)
Unit director Dr. Kate Hawkey
Open unit status Not open




School/department School of Education
Faculty Faculty of Social Sciences and Law


This unit is targeted at all those who are interested in developing their knowledge, skills and understanding in Mentoring and Coaching. The unit is underpinned by a range of theoretical concepts and models of Mentoring and Coaching and will consider how these operate in different professional contexts, including educational settings such as schools, Colleges and Higher Education Institutions. The unit will draw on both UK and international perspectives including a focus on roles and responsibilities; complexities and tensions; relationship building; the role of culture and gender and Mentoring and Coaching in leadership development. Focusing on skills and strategies for effective Mentoring and Coaching is an important aspect of the unit developed through case studies and professional experiences of the participants.

The Unit aims to address important issues of Professional Development through Mentoring and Coaching. In particular, it aims to:

  • introduce participants to concepts and models involved in Professional development, Mentoring and Coaching;
  • provide an historical overview;
  • clarify roles, responsibilities and organisational demands;
  • reflect on building relationships in Mentoring and Coaching;
  • explore complexities and tensions in Mentoring and Coaching; and
  • develop practical skills and strategies for effective Mentoring and Coaching.

Intended learning outcomes

By the end of the unit students will be able to demonstrate that they:

  • have a critical awareness of concepts and models of mentoring and coaching;
  • can use these to explain and critique practice and evaluate outcomes;
  • have a knowledge of a range of Mentoring and Coaching strategies and skills as a firm foundation on which to build further professional practice and understanding;
  • have a readiness to apply these in their professional contexts;
  • have an ability to independently source, manage and critique different sources of information on mentoring and coaching, including through use of digital and web-based tools; and ability to build and clearly articulate orally and in a writing a coherent and convincing argument relating to concepts, models and practice of mentoring and coaching.

Teaching details

Teaching will be interactive drawing on a mixture of formal tutor input, workshops, vignettes and video case studies and tutorials. The unit will employ a range of small group interactive teaching methods and will seek to demonstrate active learning techniques. It will employ participant presentations, work-based tasks (if applicable) that stem from participants normal practice. Participants are supported via our VLE Blackboard and through face-to-face tutorials.

The needs of a wide range of students, including those with disabilities, international students and those from ethnic minority backgrounds have been considered. It is not anticipated that the teaching and assessment methods used will cause disadvantage to any person taking the unit. The Graduate School of Education is happy to address individual support requests as necessary.

Contact Hours

20 hours

Assessment Details

Summative assessment:

Either a 4000 word essay on the theory and practice of Mentoring and Coaching, titles to be provided or negotiated; or a critique of two contrasting articles on Mentoring and/or Coaching.

In negotiation with the tutor it may be possible to be creative about ways of satisfying these criteria outside of the format of a standard assignment.

Reading and References

  • Askew, S. and Carnell, E. (2011) Transformative coaching: a learning theory for practice, London: Institute of Education University of London. E-book.
  • Brockbank, A. and McGill, I. (2006) Facilitating reflective learning through mentoring & coaching, London: Kogan Page. E-book.
  • Gormley, B. (2008) An application of attachment theory: mentoring relationship dynamics and ethical concerns, Mentoring and Tutoring, 16, 1, 45-62.
  • Hobson, A.J. & Malderez, A. (2013) Judgementoring and other threats to realizing the potential of schoolbased mentoring in teacher education, International Journal of Mentoring and Coaching in Education, 2(2), 89-108.
  • Nangalia, L. and Nangalia, A. (2010) The Coach in Asian Society: Impact on social hierarchy on the coaching relationship, International Journal of Evidence Based Coaching and Mentoring, 8, 1, 51-66.
  • Parsloe, E. and Leedham, M. (2009) (2nd Ed) Coaching and mentoring: practical conversations to improve learning, London: Kogan Page, E-book.