EDUC43360 Mentoring and Leading Learning

Academic Year 2022/2023

This module explores mentoring and leading learning with a particular focus on female teachers in the global south and the sustainable development goals particularly SDG 4 Quality Education and SDG 10 Reduced Inequalities. The module will introduce students to various theories of mentoring and leading learning and will share research findings from our fieldwork with female teachers in India and The Islamic Republic of Pakistan.

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Curricular information is subject to change

Learning Outcomes:

Students should be able to research and write about issues in education in the global south with particular reference to good practice in mentoring and learning. Students will be able to write about and discuss education policy and initiatives, with particular reference to SDG 4 Quality Education and SDG 10 Reducing Inequalities. Students will have developed a competency to discuss gender and inclusion and mentoring in schools in a global south context.

Indicative Module Content:

Introduction to Sustainable Development Goals - SDG 4 Quality Education and SGD 10 Reducing Inequalities
Implementing SDGs, challenges and achievements
School Leadership in the developing world
Identity, values and leading learning
Female teacher identity in the Global South: India.
Female teachers and leadership in the Global South: The Islamic Republic of Pakistan.
Mentoring theories and models
Mentoring challenges: transnational insights
Mentoring in intercultural contexts
Developing Lead Mentors
Academic writing

Student Effort Hours: 
Student Effort Type Hours
Lectures

24
Small Group

40
Specified Learning Activities

100
Autonomous Student Learning

100
Total

264
Approaches to Teaching and Learning:
Task based learning; discussion groups; peer work; project design; field work where relevant; dialogue with experts; problem based learning. These tasks will take place using online blended approaches. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: Students complete an essay-format assignment based on a theme/topic from this module. Unspecified n/a Standard conversion grade scale 40% Yes

100

Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Students are given written feedback on their assignment.

Name Role
Professor Marie Clarke Lecturer / Co-Lecturer
Dr Ruth Ferris Lecturer / Co-Lecturer