|Semester 1 Credit Value:||20|
Drawing upon the literature on professional learning, this module aims to provide students with the knowledge, understanding and skills to reflect critically on their own practice and to undertake small–scale action research of children’s responses to the curriculum and the effectiveness of their own pedagogy. It requires students to reflect on their teaching of literacy and numeracy. It requires students to engage with a range of perspectives and integrate learning from experience in schools with the relevant research and professional literature in the wider academic and governmental context.
Students will work independently to:
1. gather data in primary classrooms using appropriate methodologies;
2. analyse data with relation to lectures, seminars and relevant research and professional literature;
3. draw upon their findings to inform pedagogy;
4. analyse the impact evidence informed pedagogy with reference to changed behaviours in pupils;
5. evaluate and critically comment on the above cycle with relation to lectures, seminars and relevant research and professional literature
|Guided Independent Study||Assessment preparation and completion||1||50:00||50:00||N/A|
|Scheduled Learning And Teaching Activities||Lecture||15||1:00||15:00||N/A|
|Scheduled Learning And Teaching Activities||Practical||20||6:00||120:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||10||1:30||15:00||N/A|
The module combines lectures, seminars, the use of Blackboard and extended reading to support action research in the classroom. In a primary classroom students independently carry our formative assessment and make use of diagnostic tools to help improve the teaching and learning cycle.
The module meets the needs of the students by providing an authentic induction into the ways of working and areas of debate in schools and enables them to draw upon research to inform practice. The integration of practical experience with a critical appraisal of current research evidence required by the written element models the process of professional learning as required in the work-place. The written elements, enable students to demonstrate competence in the key skills essential in the teaching profession
The format of resits will be determined by the Board of Examiners
|Written exercise||1||M||50||3,000 word written commentary|
|Written exercise||1||M||50||4,250 word written critical commentary|
The assessment combines presentation skills and individual, written critical reflection In accordance with the criteria for Level M, assessment will focus on the quality of the links made between current research and practice. Students will demonstrate the ability to evaluate evidence drawn from a range of sources and develop an argument that exemplifies the capacity for professional judgement.
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.