Postgraduate

Modules

Modules

EDU8218 : Comparative Education and Pedagogy

Semesters
Semester 1 Credit Value: 10
Semester 2 Credit Value: 10
ECTS Credits: 10.0

Aims

•       To develop knowledge and understanding of different theoretical and philosophical perspectives related to education
•       To develop knowledge and understanding of different theoretical perspectives to the field of Teaching and Learning (pedagogy)
•       To develop knowledge and understanding of comparative education
•       To develop knowledge and understanding of education and pedagogy across a range of international contexts, and the ability to compare those with the student’s own national educational context
•       To develop knowledge and understanding of current education policy and practice in England
•       To maximise coherence, structure and programme distinctiveness across the MAEIP programme by providing module content focused on comparative education and pedagogy, and opportunities for joined study across the MAEIP pathways.
•       To develop theoretical frames of reference, relevant to other modules provided within the MAEIP programme

Outline Of Syllabus

Semester 1
     
1. Introduction to the module – perspectives of education (taught session) - HJ      

2. Pedagogy, learning theories. The role of talk in learning and the role of assessment (taught
session) - HJ      

3. Comparative education, the English education system and introduction to student presentations
taught session) - HJ

4. Student presentations - HJ and CK

5. Concluding session and Assignment 1 brief -HJ

Semester 2      

6. Introduction to the English education system School(taught session) - FC + HJ

7. Placements: expectations and guidance (taught session) followed by two days in school - HJ      

8. Lesson planning and preparation, followed by two days in school - HJ      

9. Discussion of placement experiences, and assignment brief (taught session) - HJ

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture73:0021:00Label 'lecture' used these are tutor-led whole group sessions (sessions 1,2,3,5 Sem 1, 6,7,9 Sem 2).
Guided Independent StudyAssessment preparation and completion160:0060:00Preparation and completion of Assignment
Guided Independent StudyAssessment preparation and completion134:0034:00Preparation and completion of Diagnostic writing task.
Guided Independent StudyDirected research and reading18:008:00Planning, preparation and evaluation of presentation and teaching on placement.
Guided Independent StudyDirected research and reading84:0032:00Reading related to teaching sessions (app apart from session 4) and assignments
Guided Independent StudyDirected research and reading16:456:45Preparation for presentation
Scheduled Learning And Teaching ActivitiesPractical10:150:15Presentation
Placement/Study AbroadDL on Placement 48:0032:00Four placement days
Scheduled Learning And Teaching ActivitiesWorkshops23:006:00Student Presentations (session 4 simultaneous groups, session 8 lesson planning)
Total200:00
Teaching Rationale And Relationship

A large number of pedagogical approaches are used within this module as a whole. This is an intentional element of the module design, to highlight the necessity to adapt method to learning outcome, and students will be asked to reflect on the effectiveness of the methods used in relation to the learning which took place.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Essay2A1003000 word discussion based on learning from the module ( after session 9)
Formative Assessments
Description Semester When Set Comment
Written exercise1ADiagnostic Writing Task. 1000 words discussion based on learning from sem 1.(after sess 5). Feedback will provide advice for assign.
Oral Presentation1AInformal Peer assessment, assessment criteria to be drawn up by students in the group.
Assessment Rationale And Relationship

The two essay components (the first formative in sem 1, the second summative in sem 2) will provide the most effective way to assess students' knowledge and understanding of the content of this module.

Reading Lists

Timetable