Undergraduate Course: Professional Development & Leadership 2 (EDUA10176)
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 10 (Year 4 Undergraduate) |
| Course type | Placement |
Availability | Not available to visiting students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Summary | The Year 4 MA (PE) student embarking on the Professional Development & Leadership 2 (PDL2) will have completed three previous placements. Each student will bring to this course a Personal & Professional Learning Portfolio. Students, in the final year of the MA(PE) will be expected to attain the Standard for Provisional Registration (SPR) at the end of this 11 week placement.. Assessment criteria are based on the assumption that Year 4 students are in the final stages of working towards achieving the SPR. The PDL2 course is underpinned by the following core dimensions aligned with professional values (GTCS, 2012): social justice, integrity, trust and respect. |
| Course description |
This focus will be provided by a Curriculum for Excellence including Health & Well Being.
Students will be involved in varied aspects of school experience including teaching classes in S1- S6 under the aegis of a qualified teacher; observation of teaching; discussion with members of the PE department; attendance at departmental meetings and any other professional activities e.g. involvement, where feasible, in extra-curricular activities deemed to be appropriate by the Principal Teacher and Student Regent. Expectations please note: this placement is the Year 4 students' first experience of engaging with upper school certificate course secondary school. It is expected that students will require considerable support as they begin their journey to becoming a teacher of PE. While they should demonstrate competence in all three areas of professional practice and take full responsibility for their own classes it is expected that opportunities to observe and team teach will be part of the process that enables them to best achieve their potential. It is also expected that PDL2 will offer opportunities for a very gradual introduction to teaching within upper school certificated courses comprising observation, team teaching and only if the student and department feel enough progress has been made, leading S5-6 certificated classes.
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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 2022/23, Not available to visiting students (SS1)
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Quota: 0 |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Lecture Hours 5,
Supervised Practical/Workshop/Studio Hours 2,
Programme Level Learning and Teaching Hours 8,
Placement Study Abroad Hours 385,
Directed Learning and Independent Learning Hours
0 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Feedback |
A range of teaching and learning strategies should be adopted to support the student-teacher as they develop their personal, professional and leadership skills and abilities. It is anticipated that learning will be supported by observing and reflecting on good practice, team teaching, leading micro teaching scenarios and gradually leading and taking full responsibility for classes within the lower school (S1-2). To encourage the student-teacher to develop their specialist knowledge of their subject area they are encouraged to elect one ¿physical activity¿ in which they will not be formally assessed with a view to developing a deeper understanding of this activity and effective pedagogical practice in this area. By the end of PDL(2) each student ¿ teacher would submit a detailed teaching resource based on this engagement. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate an very good awareness of the professional values and personal commitment which underpin the physical educators¿ practice and evidence this consistently in their professional practice
- Demonstrate an ability to engage in critical enquiry, approach self-evaluation and reflection on practice in a collegiate manner, and utilise such deliberations to inform a personal professional learning portfolio, which will lay the foundations for their continued professional developmen
- Demonstrate a satisfactory level of teaching competence which is commensurate with their stage of development in the three core areas of Professional Values & Personal Commitment, Professional Knowledge and Understanding, Professional Skills and Abilities (GTCS, Standards for Provisional Registration, 2012)
- Demonstrate an ability to motivate, lead learning for and with, all learners with whom they engage during their professional practice and take on a leadership role in managing and supporting learning where appropriate within their professional context
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Reading List
Bailley, R.(ed) (2010. Physical Education for Learning: a Guide for Secondary Schools, London: Continuum
Byra, M. (2006). Teaching styles and inclusive pedagogies. In D. Kirk, M.O¿Sullivan, & D.Macdonald (Eds.), Handbook of research in physical education (449-466). London: SAGEPublications.
Capel, S.; Leask, M ., & Turner, T., (1999). Learning to Teach in the Secondary school: A Companion to School Experience (2nd edition), Routledge: London
Capel, S. & Whithead, M. (2004). Learning to Teach Physical Education in the Secondary school: A Companion to School Experience (2nd edition), Routledge-Falmer: Oxford
Hardy, C.A., & Mawer,M. (1999). Learning to Teach Physical Education, Continuum: London
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Study Abroad |
N/A |
| Keywords | Professional Development & Leadership School Placement |
Contacts
| Course organiser | Mr Murray Craig
Tel: (0131 6)51 6043
Email: |
Course secretary | Ms Ciara Foster
Tel:
Email: |
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