EDU8001 : Thinking Through Teaching: The Reflective Practitioner
- Offered for Year: 2014/15
- Module Leader(s): Dr Anthony Blake
- Owning School:
|Semester 2 Credit Value:||40|
• To enable students to develop as critical and analytical teachers through their reflective practice and engagement with theory and research.
• To enable students to enter the teaching profession with the capacity to explore educational issues and their societal, cultural, historical and political contexts.
• To enable students to engage critically with issues and themes relevant to QTS standards.
Outline Of Syllabus
1. Introduction to The Reflective Practitioner: key themes
2. Images of Teachers and Teaching in School Film from Goodbye, Mr. Chips to Mona Lisa Smile
3. The Primary School and the State
4. Reflecting for what? Can there be a method of educating?
5. Playtimes and Time for Play: fostering social development in children
6. Critical perspectives on diversity, equality and education
|Guided Independent Study||Assessment preparation and completion||1||40:00||40:00||N/A|
|Scheduled Learning And Teaching Activities||Lecture||2||2:00||4:00||N/A|
|Guided Independent Study||Directed research and reading||1||100:00||100:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||4||7:00||28:00||Seminar|
|Guided Independent Study||Reflective learning activity||1||50:00||50:00||N/A|
|Guided Independent Study||Independent study||1||178:00||178:00||N/A|
Teaching Rationale And Relationship
As reflective practitioners it is important that students develop a knowledge and understanding of, as well as locate themselves as teachers in, the wider historical, social, political and cultural contexts of schooling. This requires not only an awareness and capacity to engage with various theoretical ideas and concepts, but importantly the opportunity to debate and reflect on the meaning and implications of such ideas for their own situation and practice. Pre-session readings introduce key issues and contexts from research, theory and practice which form the basis for taught sessions where students are able to discuss and reflect upon these questions in an informed way. Students complete a Reflective Diary during the module to record the key ideas and their views in relation to the issues explored. Through this process students are better able to address particular QTS standards in a more informed and reflexive way.
The format of resits will be determined by the Board of Examiners
|Essay||2||M||100||Essay of 4500 words plus reflective diary|
Assessment Rationale And Relationship
This assessment will enable students to address particular QTS standards through critical engagement with, and evaluation of, relevant research and theory in relation to the ideas discussed during the module and to identify the implications for their own understanding, situation and practice. At the same time this form of assessment permits evaluation of the student’s ability to construct and communicate a coherent argument using the standard conventions of academic writing in relation to issues raised in the module.
- Reading List Website : rlo.ncl.ac.uk
Disclaimer: The University will use all reasonable endeavours to deliver modules in accordance with the descriptions set out in this catalogue. Every effort has been made to ensure the accuracy of the information, however, the University reserves the right to introduce changes to the information given including the addition, withdrawal or restructuring of modules if it considers such action to be necessary.