Undergraduate Course: Professional Experience and Practice (Gaelic-medium education) (EDUA10202)
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 3 Undergraduate) |
| Course type | Placement |
Availability | Not available to visiting students |
| SCQF Credits | 80 |
ECTS Credits | 40 |
| Taught in Gaelic? | Yes |
| Summary | This professional experience and practice course is designed to provide a coherent, conceptually challenging and practically supported professional experience: it is premised on a 'cognitive apprenticeship' model. Placed within a Gaelic-medium school from August until June, students will become authentic members of a school community. Students will be fully involved in the wider life of the schools over an entire academic year, experiencing all stages but being 'placed' in two. |
| Course description |
This model of professional experience and practice offers both depth of experience as well as breadth of opportunities. Students will experience teaching in 2 classes in depth, providing them with the opportunity to understand progression in teaching and learning and develop meaningful and productive pedagogic relationships. Within this year, students will gain experience of teaching across the full spectrum of the curriculum, supported by school and university staff. Students will be provided with opportunities to experience and understand the wider complexities and demands of school life both in terms of the day-to-day and medium and longer-term pressures. Students will also work with other professionals both within their school context and beyond. This guided experience in other contexts will provide opportunities for students to make sense of the different professional relationships and practices that exist.
The sustained engagement with a school community will facilitate more in-depth critical reflection on practice on the part of students, and enable students to develop a more nuanced understanding of schools as complex social contexts to bring to their final year of study. During this placement year student teachers will develop the dispositions to become critical, enquiring professionals. They will develop skills of enquiry in practice and in turn will develop their understandings of practice through enquiry, making meaningful connections between theory, research, policy and practice. Through their professional practice and supported placement activities, they will develop a deep and critical understanding of curriculum, pedagogy, professional pedagogical relationships, cultures and communities. Students will experience and understand the processes and skills of planning, assessing and teaching to progress learning and will develop an understanding of the curriculum 'in-action'.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
Students MUST have passed:
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | Students must be enrolled on the MA Primary with Gaelic programme to take this course |
Course Delivery Information
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| Academic year 2022/23, Not available to visiting students (SS1)
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Quota: 10 |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
800
(
Programme Level Learning and Teaching Hours 16,
Placement Study Abroad Hours 784,
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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| Additional Information (Assessment) |
Summative Assessment (100%): Observation of Learning and Teaching, National Placement Form.
Course Structure
The Professional Experience and Practice course comprises 80 credits, these are sub-divided into two 40 credit phases (Part A and Part B).
Students must achieve satisfactory grades for both Part A and Part B to achieve a pass for the course.
Students will be assessed by school and university staff in partnership and in accordance with guidance from the National Partnership Arrangements, local Partnership Agreements and university regulations. This will ensure quality assurance arrangements are appropriately considered. Summative assessments will be recorded on the National Placement Assessment form.
Resit Arrangements
Part A: In the event of unsatisfactory grades, retrieval placements will be organised in Jan/Feb. Students have until May to achieve a satisfactory grade for Part A.
Resit Placements for Part A will be organised starting in August.
Part B : In the event of a fail grade, resit placements will be organised starting in August.
Resit placements for Part B may be condensed (5 weeks) or extended (18 weeks), both beginning in August. The extended or condensed form to be decided by the Board of Examiners.
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| Feedback |
Students will receive formative feed forward from University and School tutors during Cluster meetings and individual meetings.
Students will be required to reflect upon formative comments and submit entries in their reflective journal indicating intended actions. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- 1.Demonstrate a reflexive and reflective approach to their practice and will be able to articulate a critically informed rationale for professional actions in practice
- 2.Establish, plan for and maintain supportive and productive learning environments and will be able to recognise and explain the impact that physical, social, emotional and cognitive influences can have on learners and learning
- 3.Describe and analyse links across theory, research, policy and practice by demonstrating an understanding of the importance of these links
- 4.Learn for/with/from learners to value difference/diversity by demonstrate understanding of the nature of intersectionality and influence on inclusive practices and learning
- 5.Demonstrate an understanding of the theoretical basis for practice of immersion/bilingual pedagogies to facilitate the development of bilingualism and biliteracy
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Reading List
Bolton, G (2010) (3rd Edition) Reflective Practice: Writing and Professional Development. London: Sage.
Cohen, Manion & Morrison ( 2010) (5th Edition) A guide to Teaching Practice. Oxon: Routledge Falmer
Eaude, T. (2011) Thinking through pedagogy for primary and early years. Exeter: Learning Matters.
Fisher R. (2005) Teaching Children to Learn. Cheltenham: Nelson Thornes
Hayes, D., Mills, M., Christie, P. & Lingard, B. (2006) Teachers & schooling making a difference: productive pedagogies, assessment and performance. New South Wales: Allen & Unwin |
Additional Information
| Graduate Attributes and Skills |
1. be independent learners who take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement
2. be able to work effectively with others, capitalising on their different thinking, experience and skills
3. seek and value open feedback to inform genuine self-awareness
4. be able to respond effectively to unfamiliar problems in unfamiliar contexts
5. be creative and imaginative thinker
6. be able to flexibly transfer their knowledge, learning, skills and abilities from one context to another |
| Keywords | primary,pedagogy,professional experience and practice,immersion education |
Contacts
| Course organiser | Mr John Joe MacNeil
Tel: (0131 6)51 6203
Email: |
Course secretary | Miss Lorraine Nolan
Tel: (0131 6)51 6571
Email: |
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