Module Catalogue 2024/25

Pre Requisite Comment

Secondary PGCE

Co Requisite Comment

N/A

Aims

This module is a key component of all of the Secondary PGCE routes offered by Newcastle University. It creates a critical link between the student teachers’ understanding of school-based practice context and theory, research and policy related to pedagogy. Students develop knowledge and professional expertise in subject teaching through analysing the practice of other teachers and evaluating and reflecting on their own teaching as it evolves.

a) To provide a theoretical and practical grounding in approaches to teaching and learning.
b) To ensure students can demonstrate the attributes, skills, knowledge and understanding that make up the Teachers’ Standards for Qualified Teacher Status as set out by the Department of Education.
c) To enable students to develop as critical and analytical teachers through their reflective practice and engagement with research related to subject pedagogic knowledge and pedagogic practices.
d) To allow students to develop as new teachers within the context of a subject department and through engagement in observation, teaching, reflection self-evaluation and mentoring.
e) To enable students to enter the teacher profession with the capacity to continue to explore and develop pedagogic practices within changing policy frameworks and contexts.

Outline Of Syllabus

• Understanding what is meant by subject pedagogy
• The nature of knowledge and its role in developing pedagogy
• Influences on pupils’ learning and learning outcomes
• How teachers can draw on theory and research to support their own pedagogic practices
• The role of policy in creating a curricular framework for teaching and learning
• Learning from observing teaching in school contexts
• Planning lessons and understanding learning outcomes
• The use of reflective and evaluative enquiry tools to understand the efficacy of teaching practices and how they can be improved through self-study

Intended Knowledge Outcomes

By the end of the module, participants should be able to:
A1       Understand theoretical approaches to teaching and learning and have a critical grasp of relevant research in the field;

A2 Understand the debates concerning the nature and purpose of education from a variety of disciplinary perspectives;

A3 Be familiar with a range of teaching approaches relevant to their subject/curriculum area(s) and understand their potential for pedagogy;

A4 Understand the potential of enquiry in practice for the development of professional practice;

A5 Understand how enquiry tools can facilitate evaluation, reflection and critical enquiry to support professional development;

A6 Know and engage with the wider governmental context with regard to statutory legislation and policies;

A7 Have the requisite knowledge and understanding as specified in the QTS Standards for Qualified Teacher Status.

Intended Skill Outcomes

B1       Design enquiries relevant to their own professional practice development within educational contexts.

B2 Gather information and evaluate its validity and usefulness for particular enquiries.

B3 Critically review and debate the relationship between policy, practice, theory and research and the implications for professional development and pedagogy.

B4 Evaluate and apply learning to the enhancement of practice.

B5 Engage in an informed and critical fashion with literature in order to discuss the main themes and alternative interpretations.

B6 Synthesise and apply pedagogic theory and practice.      

C1 Improve professional practice through observation, reflection, evaluation, enquiry and collaboration.

C2 Developing a greater knowledge and understanding of the Teachers’ Standards for Qualified Teacher Status through reflection of school based practice.

C3 Understanding how enquiry in practice to extend their understanding of pedagogy.

C4 Communicate effectively with a range of colleagues and partners in a variety of settings.

D1 Communicate ideas and argument in a lucid and balanced fashion both in writing or orally.

D2 Work successfully and productively as a member of a team.

D3 Plan and prepare in a professional and effective fashion.

D4 Exercise skills of time management and organisation.

D5 Employ a range of Information and Communication Technology in their academic and professional practice.

D6 Problem solve in the immediate and the longer term.

D7 Act using own initiative in an independent and autonomous manner.

Teaching Rationale And Relationship

It is important that students develop a knowledge and understanding of the varied contexts and perspectives relevant to their own development as subject specialists and reflective practitioners. 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. Integrated 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. The taught sessions introduce both pedagogical theory and methods, and tools for planning and evaluating teaching and learning. These may then be used by the students during their future teaching placements. Their emerging understanding of practitioner enquiry is consistent across modules and combines professional learning with criticality and evaluative skills. It also forms a means through which student teachers access the Teachers' Standards.

Assessment Rationale And Relationship

See component comments

General Notes

N/A