EDU8009 : Thinking Through Teaching: The Reflective Practitioner
- Offered for Year: 2019/20
- Module Leader(s): Dr Hanneke Jones
- Lecturer: Dr Gail Edwards, Dr Heather Smith, Dr Maria Mroz
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
|Semester 2 Credit Value:||30|
• 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: Teaching 1;3;5;6;7;8 and Personal & Professional Conduct.
Outline Of Syllabus
1. Introduction to The Reflective Practitioner: key themes
2. Our education system: a historical overview.
3. Reflecting for what?
4. Playtimes and Time for Play: fostering social development in children.
5. Creativity and Education.
6. Critical perspectives on diversity, equality and education.
7. Language and social disadvantage.
8. Income and Outcomes: challenging inequality.
|Scheduled Learning And Teaching Activities||Lecture||4||7:30||30:00||N/A|
|Guided Independent Study||Assessment preparation and completion||1||30:00||30:00||N/A|
|Guided Independent Study||Directed research and reading||1||100:00||100:00||N/A|
|Guided Independent Study||Reflective learning activity||1||40:00||40:00||N/A|
|Guided Independent Study||Independent study||1||100:00||100:00||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.