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The learning strategies will require participants to commit 150 learning hours of which 15 hours will consist of contact time. Sessions will consist of lectures, seminars, workshops and tutorials, (15 hrs). These will provide participants with a broad theoretical overview and the conceptual frameworks which underpin mentoring and coaching in education and training. They will also provide the opportunity to develop critical thinking skills to apply the underpinning theories to an examination of their own practice, in preparation for the assignment.

A further 135 hours of independent study will require participants to take responsibility for relating the issues addressed in this module to their personal experience, for reading and thinking about mentoring and coaching in education and training and relating all this to their own working context. This will form the basis of the assignment. Participants are also required to organise and review their session notes and undertake preparatory reading and research on assigned materials in order to participate in, and lead, discussions individually and as part of a group.

An assignment length 2500 words weighted at 100% - Tests learning outcomes 1, 2 and 3

This will take the form of a review of literature on mentoring and coaching in education and training linked to a case study of the participant¿s work in mentoring and coaching a new/existing professional/para professional or own experience as a mentee.

The module will examine the key theoretical perspectives on and operational issues concerning mentoring and coaching in education and training and will challenge notions of a common 'accepted' definition of mentoring and coaching (see for instance, Jones et al 2005). It will encourage participants to consider the links between mentoring and coaching and the development of professional practice, and how they might interpret these links for themselves. The module will prepare participants for further study and professional action by assisting them in utilising these key frameworks in supporting the development of a new/existing professional/para professional and in the critical review of their effectiveness in this.

HAGGER, H. (2006) Learning Teaching from Teachers, Buckingham, Open University Press
HOBSON, A/NCSL, (2003) Mentoring and Coaching for New Leaders, Nottingham, NCSL
JONES, M., NETTLETON, P AND SMITH, L. (2005) The Mentoring Chameleon - A Critical Analysis Of Mentors¿ And Mentees¿ Perceptions Of The Mentoring Role In Professional Education And Training Programmes For Teachers, Nurses, Midwives And Doctors Paper presented at the British Educational Research Association Annual Conference, University of Glamorgan, 14-17 September 2005

ROGERS, J. (2004) Coaching Skills: A Handbook, Buckingham, Open University Press
WALLACE, S. and GRAVELLS, J. (2005) Mentoring in Further Education, London, Learning Matters