Mentoring and Coaching Teachers PGCert


Fact file

PGCert Mentoring and Coaching Beginning Teachers
1 year part-time
Entry requirements
2:2 (or international equivalent)
Other requirements
Applicants must also be working as a mentor to beginning teachers or have negotiated access to a mentor/mentee arrangement in a school or college
6.5 (no less than 6.0 in any element)

If these grades are not met, English preparatory courses are available
Start date
Jubilee Campus
Tuition fees
You can find fee information on our fees table.


This course meets the continuing professional development needs of school/college teachers who act as the mentors to initial teacher education students and early career teachers.
Read full overview

This course enables you to gain knowledge and understanding of mentoring beginning teachers through a reflective examination of your own practice as well as others'. Through an exploration of a range of mentoring and coaching models, you will develop your professional mentoring skills and a personal theory of action for mentoring.

The impact of this course goes far beyond the participating teacher; the development of their practice impacts on their beginning teachers' professional development and, ultimately, their classroom practice.

Alongside this element of the course, which is rooted in practice, there is a structured programme of taught sessions and activities designed to offer a theoretical perspective and critical reflections on how best mentoring practices can enhance the development of both the beginning teacher and the mentor.

This course aims to:

  • promote your learning through the development of knowledge, skills and understanding of mentoring practice with beginning teachers
  • provide opportunities to develop critical reflective practice
  • encourage the critical understanding of research, evidence and practice in the broad field of mentoring beginning teachers
  • support your capacity to design and conduct inquiries into your own and others' professional practice
The sessions have been inspirational! It is such a cherished opportunity to meet like-minded professionals who value the space and structure to learn new ways to better their practice. I have greater respect and appreciation for the important role I have, guiding and shaping my mentee's development. It has made me a more reflective practitioner and that can only be a positive thing!

Natalie Willsher

View our student video profiles...

Matt Robson

Marie Jackson



Key facts


Course details

This course is made up of two 30-credit modules and can be studied over one year part-time.


Each 15-credit module is assessed by a 3,000-word written assignment. To complete the PGCert, you must achieve a pass of 50 on each assignment.


To ensure your application is considered in time, please note the following dates:

Important dates
Fee statusStart dateApplication deadline

24 September 2018 3 September 2018
(UK and EU)
13 August 2018

Progression to MA

If you successfully complete this course, you will have the opportunity to further your studies by using your PGCert credits to progress to MA Education or MA Education (flexible).




Mentoring Beginning Teachers (available face-to-face only)

The module content is designed to develop your mentoring practice in support of beginning teachers and to support your own professional and academic development as a mentor.

This is achieved through a series of taught sessions that are closely linked to your day to day practice as a mentor to beginning teachers, and which provide support to develop theoretically underpinned rationales for mentoring activity. In this way, you will develop your practical skills in mentoring beginning teachers and develop a theory of action for your mentoring practice.

Mentoring Beginning Teachers runs across the autumn and spring semesters. There will be six, three-hour twilight sessions between October and June on Thursday evenings. Additionally, four online units will be studied over the year.

Practice-Based Inquiry (available face-to-face and online)

The content will involve you in active critical consideration of participating in and leadership of practitioner inquiry in relation to professional context mapping and workplace learning.

These processes will be achieved through:

  • conceptualising different kinds of practitioner inquiry relevant to work-based understanding and development (purposes, processes, contexts, dilemmas, outcomes)
  • examining a range of approaches to educational inquiry, with an emphasis on action research
  • developing an inquiry into your professional context


You can view an example timetable, however this is subject to changes year on year and your live timetable will be available via the various online timetable systems.

The modules we offer are inspired by the research interests of our staff and as a result may change for reasons of, for example, research developments or legislation changes. This list is an example of typical modules we offer, not a definitive list.



See information on how to fund your masters, including our step-by-step guide. Further information is available on the school website.

Government loans for masters courses

The Government offers postgraduate student loans for students studying a taught or research masters course. Applicants must ordinarily live in England or the EU. Student loans are also available for students from Wales, Northern Ireland and Scotland.

International and EU students

Masters scholarships are available for international students from a wide variety of countries and areas of study. You must already have an offer to study at Nottingham to apply. Please note closing dates to ensure your course application is submitted in good time.

Information and advice on funding your degree, living costs and working while you study is available on our website, as well as country-specific resources.



Career destinations for our graduates include counsellors, education advisers, language tutors, primary/secondary teachers and vocational/industrial trainers and instructors. A number of our graduates are already in employment while undertaking part-time study for professional development in their chosen career.

Employability and average starting salary

99.5% of postgraduates from the School of Education who were available for employment secured work or further study within six months of graduation. £22,500 was the average starting salary, with the highest being £38,000.*

* Known destinations of full-time home postgraduates 2016/17. Salaries are calculated based on the median of those in full-time paid employment within the UK.

Career and professional development

Whether you are looking to enhance your career prospects or develop your knowledge, a postgraduate degree from the University of Nottingham can help take you where you want to be.

Our award-winning Careers and Employability Service offers specialist support and guidance while you study and for life after you graduate. They will help you explore and plan your next career move, through regular events, employer-led skills sessions, placement opportunities and one-to-one discussions.

Explore it - Virtual Nottingham

This online prospectus has been drafted in advance of the academic year to which it applies. Every effort has been made to ensure that the information is accurate at the time of publishing, but changes (for example to course content) are likely to occur given the interval between publishing and commencement of the course. It is therefore very important to check this website for any updates before you apply for the course where there has been an interval between you reading this website and applying.

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