EDU8221 : Subject Pedagogy in Practice
- Offered for Year: 2019/20
- Module Leader(s): Mr Jon Haines
- Lecturer: Mrs Kim Cowie, Dr Steve Humble, Ms Lynne Kay, Mr Roger Knill
- Other Staff: Mrs Fiona Hepton
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
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’ 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 Teaching Agency
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 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
|Guided Independent Study||Assessment preparation and completion||1||25:00||25:00||N/A|
|Placement/Study Abroad||Employer-based learning||12||8:00||96:00||N/A|
|Scheduled Learning And Teaching Activities||Practical||4||1:00||4:00||N/A|
|Guided Independent Study||Directed research and reading||1||25:00||25:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||10||3:00||30:00||N/A|
|Guided Independent Study||Reflective learning activity||1||10:00||10:00||N/A|
|Guided Independent Study||Independent study||1||10:00||10:00||N/A|
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 are then used by the students during their teaching placements. This model of practitioner enquiry is consistent across modules and combines professional learning with criticality and evaluative skills. It is also forms a means through which student teachers access the Teacher Standards (QTS).
The format of resits will be determined by the Board of Examiners
|Portfolio||1||M||100||Word count 4,000|
Assessment Rationale And Relationship
This assessment will enable students to address particular Teachers' 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.
Section 1 of the portfolio will relate to students’ learning as a result of initial visits to schools during which they will observe teaching and enter into discussions with teachers. It will also demand critical engagement with relevant literature (50%).
Section 2 of the portfolio will relate to students’ first period of teaching during which they will plan and evaluate their own lessons using a variety of appropriate techniques and tools. Both sections orientate the student towards an understanding or subject pedagogy (50%).