Postgraduate Course: Preparing for Teaching 3: Level 2 Education (Upper Primary Years) (EDUA11287)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | Teacher as agent of change: Design and implementation. In this course you will prepare for to assume the role of primary teacher across all areas of responsibility, including the ability to professionally and systemically reflect upon your impact on learners by planning a practitioner enquiry. |
| Course description |
This course is the final on-campus course studied by students on the PGDE Primary Education Programme. It aims to help students extend their academic and professional development as primary school teachers by engaging with the model of ¿teacher as agent of change.¿ Students are encouraged to design and implement a practitioner enquiry into an aspect of their own professional practice.
1) Central to the course is the development of students¿ understanding of practitioner enquiry as a model of professional research.
2) Studies include Social Justice, Curriculum, Assessment and Active Professional.
3) The course is timetabled in half-day blocks. Student learning time allocated to both Professional Studies and Curriculum classes will include a variety of learning opportunities including lectures, workshops, independent study, collaborative study, formative presentations and e-learning. Some Wednesday afternoons are set-aside for Professional Development Consultations, RME study time or Professional Studies classes. Some Fridays are designated as flexible
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 28,
Seminar/Tutorial Hours 56,
Online Activities 3,
Formative Assessment Hours 10,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
99 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Summative Assignment
The summative assessment for this course is in two parts. Both elements of course assessment must be successfully completed. The grade awarded is the numerical score achieved for the written assignment.
A written assignment (3000 words) Plan for Practitioner Enquiry.
An oral presentation of 20 minutes (plus 10 minutes for questions from audience)
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| Feedback |
Students will be given the opportunity to present and discuss their developing understandings of practitioner enquiry and their chosen focus area related to their professional practice. Within Professional Studies a feed-forward /formative assessment opportunity will be given by way of a student-run poster session. This session will be timed in order to build on student¿s early explorations of the course and allow time for further exploration and development prior to submitting their course assignment.
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- LO Demonstrate critical understanding of pedagogy as it relates to upper primary years practice
- LO2 demonstrate knowledge and understanding of theoretical underpinnings of models of interdisciplinary learning and how they are interpreted in the school and national educational policy context
- LO 3 Critically examine and analyse literature related to policy, pedagogy and practice concerned with interdisciplinary learning.
- LO4 Research and present a practitioner enquiry project on interdisciplinary learning implemented during school placement in the upper primary years.
- LO5 Demonstrate effective interactions with peers and faculty to enable a community of enquiry and professional learning.
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Reading List
Alexander, R. (2008) Towards Dialogic Teaching. University of Cambridge: Dialogos
Barnes, J. (2011) Cross ¿ Curricular Learning 3-14, (2nd edition) London, Paul Chapman
Bell, S., Harkness, S. & White, G. (eds) (2007) Storyline: Past , Present and Future, Glasgow, Enterprising Careers
Boyd, B. (2008) The Learning Classroom, Paisley: Hodder Gibson
Bryce, T & Hume, W. (2013) (eds) Scottish Education: Referendum. Edinburgh: Edinburgh University Press.
Carr, D. (2007) Towards an educationally meaningful curriculum: epistemic holism and knowledge integration, British Journal of Educational Studies, 55 (1) 2-20.
Cochrane-Smith, M. & Lytle, S. L. (eds) (2009) Inquiry as Stance, Practitioner Research for the Next Generation, New York, Teacher College Press
Gaine, C. (2005) We're al white, thanks: the persisting myth about 'white' schools. Stoke-on-Trent: Trentham.
Gardner, H. (2006) Five Minds for the Future, Boston, Harvard Business School
Hayes, D., Mills, M. Christie, P. & Lingard, B. (2006) Teachers & Schooling, Making a Difference: Productive Pedagogies, Assessment and Performance, Crows Nest NSW, Allen & Unwin
Humes, W. (2013) Curriculum for excellence and interdisciplinary learning. Scottish Educational Review, 45(1), 82-93.
Illeris, K (2004) The Three Dimensions of Learning, Leicester, Roskilde University Press, Niace Publications
Martin, M. (2007) Building a Learning Community in the Primary Classroom. Edinburgh: Dunedin Press
Pound, L. (2008) How Children Learn, London, Step Forward Publishing
Priestley, M. (2010) Curriculum for Excellence: Transformational change or business as usual? Scottish Educational Review 42(1) 23-34
Scottish Government (2008) Building the Curriculum 3: A Framework for Learning and Teaching. Edinburgh: Scottish Government.
Scottish Government (2011) Building the Curriculum 5: A Framework for Assessment. Edinburgh: Scottish Government.
Skinner, D. (2009) Effective Teaching and Learning in Practice
Topping, K. & Maloney, S. (2005) (eds) The Routledge Falmer Reader in Inclusive Education, London, Routledge Falmer
Wragg, E.C. (2004) (ed) The Routledge Falmer Reader in Teaching and Learning, London, Routledge Falmer
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Additional Information
| Graduate Attributes and Skills |
Research and Enquiry: Course participants will be able to search for, evaluate and critically use information to develop their knowledge and understanding
Communication: Course participants will be able to use effective communication to articulate their skills and practice through self-reflection
Personal Effectiveness: Course participants will be able to work collaboratively and effectively with others, capitalising on their different thinking, experiences and skills to further their own learning
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| Keywords | Pedagogy,Childhood,Schooling,Upper Years,Education,Professional,Social Justice,Primary Educa |
Contacts
| Course organiser | Ms Morag Crolla
Tel: (0131 6)51 6224
Email: |
Course secretary | Miss Ifigeneia Kyriakoglou
Tel: (0131 6)51 6436
Email: |
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