Postgraduate Course: Developing My Approach to Teaching (EDUA11185)
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 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This is the core course with the Pg Cert in Academic Practice. The course considers the various factors that influence one's approach to teaching within a given subject area and thereby encourages participants to take a serious look at their own practice, examine how internalised values, assumptions, disciplinary and/or departmental traditions, and other personal and contextual factors may influence teaching and, hence, design teaching and learning environments from an informed perspective.
Specifically, the course explores different educational orientations or perspectives with regards to university teaching as discussed in the research literature, distinguishes different conceptions of teaching, and encourages participants to identify and trace the origin of the values and assumptions underlying their own practice. Links between conceptions of teaching and actual approaches to teaching, and importantly their relationships to student learning will be explored. Further more, context (for example, institution, department, but also subject area, type/level of course, etc) will be considered as a strong potential influence on one's orientations and approaches to teaching. Important concepts will be that of academics' identity as teachers, and how this 'teacher identity' interacts with other identities academics come to construct. Other concepts include that of 'structure and agency' with regards to teaching and assessment within particular disciplinary, departmental and wider contexts. The course will therefore consider how approaches to teaching are linked to the identities, images or 'definitions' we hold of ourselves as academics and their linkages to academic practice.
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| Course description |
Not entered
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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: None |
| Course Start |
Full Year |
| Course Start Date |
19/09/2022 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 14,
Online Activities 2,
Feedback/Feedforward Hours 10,
Other Study Hours 1,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
169 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Feedback |
Participants are asked to read one paper and two blog posts which they then get feedback on in class. Everyone has the opportunity to undertake peer observation of learning and get feedback from peers and tutors. Formative assessment is provided on drafts of assignments. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- analytical engagement with different educational orientations or perspectives on university teaching as discussed in the relevant research literature and how these might inform your academic practice
- an informed understanding of how conceptions of teaching and values are linked to approaches to teaching and how approaches to teaching might affect student learning
- critical reflection on how departmental cultures, or 'learning and teaching regimes', come about, the extent to which they are alterable, and how academic identities, including those we hold as teachers, interact with these 'regimes',
- an informed understanding of how the identities we construct as academic practitioners might influence our academic practice as teachers in particular contexts and core areas of activity
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Additional Information
| Graduate Attributes and Skills |
Developing the analytical skills required for professional development and reflective practice
Critical appraisal of the practice of teaching and supporting learning
Building a portfolio for professional and personal development |
| Special Arrangements |
Pre-course reading, in-course reading as well as assignment preparation complement face-to-face teaching/learning activities to a total of 200 notional effort hours. |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Hazel Christie
Tel: (0131 6)51 6669
Email: |
Course secretary | Miss Emily Salvesen
Tel: (0131 6)51 6661
Email: |
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