EDU8057 : Professional Practice Placement B and Portfolio 2
- Offered for Year: 2019/20
- Module Leader(s): Dr Simon Gibbs
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
|Semester 3 Credit Value:||30|
To provide students with opportunities to observe and work alongside fully qualified Educational Psychologists in Local Authority (Children’s Services) settings;
To experience professional supervision and coaching and begin to develop requisite skills for professional practice and reflection.
The portfolio should show that over the course of the placement the TEP has gained knowledge, understanding and skill in:
Establishing the requirements for and benefits of the services of an educational psychologist;
Establishing, developing and maintaining good professional relationships with clients;
Planning, delivering, monitoring and evaluating appropriate services;
Demonstrate a critical and ethical stance toward their professional work; and to
Evidence (using the Core Competency Framework) and reflect on further learning through the achievement of increased professional competence.
Outline Of Syllabus
The second practice placement portfolio requires students to show that they have undertaken, reflected on and reported the continuing development of their professional practice. In doing so, a student will need to demonstrate a critical awareness of ethical professional issues. This will involve more scrupulous analysis and evidence of how professional involvement was formulated, negotiated and undertaken. Students will also be expected to summarise the evidence of the ongoing development of their professional competence with reference to the framework of competency derived from the BPS’ draft National Occupational Standards and to show how their work is located in the context of pre-existing theory and evidence.
|Guided Independent Study||Assessment preparation and completion||1||80:00||80:00||N/A|
|Placement/Study Abroad||Employer-based learning||1||170:00||170:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||5||1:00||5:00||N/A|
|Guided Independent Study||Independent study||1||40:00||40:00||N/A|
|Scheduled Learning And Teaching Activities||Dissertation/project related supervision||5||1:00||5:00||Tutorials|
Teaching Rationale And Relationship
Rationale and relationship to learning outcomes: Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The portfolio requires consolidation, reflection, distillation and communication.
The format of resits will be determined by the Board of Examiners
|Portfolio||3||M||100||A 15,000 word portfolio|
Assessment Rationale And Relationship
Written formative and summative feedback is given to each student. Students are required to indicate how they have addressed points for development that were identified in comments on Portfolio 1.
Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The portfolio requires consolidation, reflection, distillation and communication.