Undergraduate Course: Professional Practice Placement 2 (EDUA08121)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 8 (Year 2 Undergraduate) |
| Course type | Placement |
Availability | Not available to visiting students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Summary | This course will allow students to build on the experience of the first year placement, with specific emphasis on developing educational work with groups, investigating the management and structure of the agency (linked to CBR2) and demonstrating an awareness of the connections between theory, policy and practice. |
| Course description |
1) Academic Description
This course comprises a part-time placement, together with pre-placement preparation and post-placement review. It aims to consolidate and integrate learning from earlier practice experience and the taught elements of the programme. In particular, it offers students the opportunity to engage in negotiated and sustained educational practice with groups and to critically reflect on the management and structure of the organisation. Students are prepared for the placement experience in the university prior to beginning the placement. The skills of reflective practice are developed during the placement and in the review session, post-placement.
2) Indicative Content
Negotiating a work programme
Critical Reflection on Practice
Critical Reflection and Recording
Learning from Supervision
Developing Professional Autonomy
Professional Portfolio Building
3) Learning Experience.
Students will have the opportunity to experiment with informal educational methods and to explore the idea of reflective practice during their professional practice placement . To successfully complete the course, and meet the requirement for professional approval, students will be expected to complete 370 hours attendance and work in a relevant practice setting. Normally the placement will be undertaken part time with students attend their placement for the equivalent of 3 days per week working approximately 7.25 hours per day for 17 weeks. 20 week, (18 hour) part-time placement with a fieldwork agency. Students will have the opportunity to take part in 3 to 4 synchronous online sessions using blackboard collaborate (A total of 8 hrs tutor contact time). Students will also participate in an online discussion board with peers and tutors and compile an online journal with a portfolio of evidence visible only to their tutor.
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
|
| Academic year 2022/23, Not available to visiting students (SS1)
|
Quota: 0 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Programme Level Learning and Teaching Hours 8,
Directed Learning and Independent Learning Hours
392 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Formative task
Students will receive regular feedback on workplace tasks as part of supervision from their placement supervisor during the placement period.
Summative tasks.
1. Professional placement
Students must pass this placement. Assessment is undertaken by the placement supervisor with relation to the CLDSCS Competence Framework.
2. 15 minute presentation (equivalent to 2500 words)
Students will be asked to deliver a 15 minute presentation to a panel comprising an academic and a fieldwork practitioner, followed by ten minutes responding to questions from the panel. Students will describe the organisational management and funding structure of their placement organisation and critically analyse the implications for the educational work of the practitioner. 100% of academic mark.
Students will require a pass in both components for an overall pass for the course; the grade recorded will be the mark awarded for the presentation/summative task, unless the practice element has been assessed as a fail. |
| Feedback |
Formative feedback will be available as follows:
1-1 meeting with university tutor during semester 1 to give feedback on CV and learning profile and discuss potential placement options
Mid-placement review meeting between students, placement tutors (supervisors) and university tutors
Post placement review session, including opportunity to discuss student¿s ideas for their summative assignment (presentation) |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Produce an up to date and accurate CV and learning profile that gives specific details of the student¿s experience to date and areas for development.
- Evidence their progress with reference to the CLD Standards Council for Scotland, Competence Framework.
- Under supervisory guidance, exercise autonomy and initiative in professional activities and settings, including taking the lead with planning on agreed projects (such as educational work with groups).
- Manage, under guidance, ethical professional issues in accordance with the CLD Standards Council for Scotland code of ethics.
- Demonstrate the ability to critically analyse the management structure of a placement agency and understand the implications this has for the effective educational work of the practitioner in CLD contexts.
|
Reading List
Bourdieu, Pierre (1986) The Forms of Capital
https://www.marxists.org/reference/subject/philosophy/works/fr/bourdieu-forms-capital.htm
Bradbury Helen, Nick Frost, Sue Kilminster and Miriam Zukas (Eds) (2010) Beyond Reflective Practice: New approaches to professional lifelong learning, Routledge
Cynthia A. Lietz & Tamara Rounds (2009) Strengths-Based Supervision: A Child Welfare Supervision Training Project, The Clinical Supervisor, 28:2, 124-140, DOI: 10.1080/07325220903334065 http://dx.doi.org/10.1080/07325220903334065
Illeris, Knud (2011) The Fundamentals of Workplace Learning: Understanding How People Learn in Working Life, Routledge
Shaw, Mae and Crowther, Jim (2017) Community Engagement: A Critical Guide for Practitioners (this will be made available on Learn)
Neil Thompson & Jan Pascal (2012) Developing critically reflective practice, Reflective Practice, 13:2, 311-325, DOI: 10.1080/14623943.2012.657795 http://dx.doi.org/10.1080/14623943.2012.657795
Wenger-Trayner, E. and Wenger-Trayner, B. (2015) Introduction to communities of practice: A brief overview of the concept and its uses. Available from: http://wenger-trayner.com/introduction-to-communities-of-practice/ |
Additional Information
| Graduate Attributes and Skills |
1) Apply Knowledge Skills and Understanding
Applying Groupwork theory and skills in practice
Provide learning and development opportunities in a range of contexts
Understanding management structures, funding, staffing and decision making
Take responsibility for a particular area of work
2) Generic Cognitive Skills
Know and understand the agency and how it responds to community need
Understanding the professional role in practice
Develop links between theory and practice
3) Autonomy, Accountability and Working With Others
Facilitate and promote Community Empowerment
Work autonomously as well as part of a staff team
Develop and support collaborative working
Evaluate and inform practice |
| Keywords | Professional practice placement,work-based learning,reflective practice,experiential learning |
Contacts
| Course organiser | |
Course secretary | Miss Rosie Roberts
Tel: (0131 6)516 210
Email: |
|
|
University Homepage