Postgraduate Course: Becoming a teacher educator (EDUA11430)
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 course provides students with the opportunity to develop knowledge and understanding of the concept of teacher education, particularly through exploring the interrelated concepts of professional development, and professional learning. Through the course students will critically engage with approaches to professional learning/ development, policy and literature as they explore their role in supporting the learning of other teachers and educators. The focus of the course is to support students to develop an understanding of themselves as learners by engaging in self-study. In exploring the self, students will be encouraged to reflect on their contexts, the learning process, their teacher identity, role and relationships and what it means to be a teacher educator. |
| Course description |
This course has been designed to be a professionally authentic experience, aligning itself with, and pushing forward, current research and policy thinking in Scotland and internationally on teacher education, conceptions of teacher professionalism, professional development/learning, and self-study. Approaches and models of professional development/learning will be introduced and examined.
Through the course, and its attention to students' understanding of themselves as teachers and learners, they will be able to make explicit their own aims in supporting the learning of other teachers and educators.
The course has four central elements running through it:
Understanding the concept of teacher education - professional development and learning.
Developing knowledge and understanding of models and approaches to professional development/learning
Teacher identity and self as "teacher educator"
Self-study
Underpinning this course and the subsequent two related courses is a philosophy of co-construction in developing course content. This will be modelled by tutors by engaging students in establishing their starting points, learning needs and interests and then feeding this forward into the content of each course.
Students will be supported by tutors and peers to engage critically with relevant national policy and the GTCS Standards, in particular the Standards for Career-long Professional learning, the Standards for Middle Leadership and Standard for Headship to consider how these relate to teacher professionalism and teacher education.
The course content is delivered in a variety of ways i.e. whole group lectures, small seminar group discussions and student-led tasks. In addition to the taught lecture and seminar programme, students will learn independently e.g. undertaking set reading prior to each session, as well as completing formative and summative assessment tasks.
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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 2023/24, Not available to visiting students (SS1)
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Quota: 0 |
| Course Start |
Flexible |
| Course Start Date |
20/01/2024 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 10,
Seminar/Tutorial Hours 10,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
176 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
A portfolio of learning and assessment activities will be developed throughout the three courses, this will include a range of media including for example, online tasks, filming and blogging. (100% weighting) «br /»
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The content of the portfolio of learning will be negotiated but is likely to include: «br /»
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Blogs/Multimedia vlogs «br /»
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Self-assessment «br /»
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Peer assessment «br /»
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Engaging in self-study «br /»
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The content of the portfolio will focus on self-as learner. The purpose of the self-study is to reflect on¿the learning process, of self, as understood through the critical lens provided by the course. |
| Feedback |
Formative written and oral feedback will be provided on the content of the portfolio through self, peer and tutor assessment activities.
Seminars will afford students the opportunity to receive regular verbal feedback on any questions and ideas arising from tasks, discussions and reading undertaken.
Summative: Written feedback will be provided overall on the content of the portfolio of learning. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Develop a critical understanding of the nature, purpose and approaches of professional learning and development.
- Engage and develop a sustainable professional network for supporting teacher learning.
- Reflect critically on prior skills, knowledge and understanding to identify starting points and areas for development to contribute to the co-construction of course content and structure.¿
- Critically consider the nature of teacher learning within current professional and policy contexts.¿
- Design and conduct a self-study to critically explore understanding of self as learner and teacher educator, teacher identity and the process of learning and teaching.
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Reading List
Brookfield, S. (2017) Becoming a Critically Reflective Teacher (2nd Edition). Jossey-Bass, San Francisco
Czerniawski, G. (2018) Teacher educators in the twenty-first century: identity, knowledge and research. London: Critical Publishing.
Davis, B., Sumara, D. J., & Luce-Kapler, R. (2008). Engaging minds: Changing teaching in complex times. Routledge.
Hall, E. & Wall, K. (2019) Research Methods for Understanding Professional Learning. Bloomsbury, London
Hargreaves, A. & O¿Connor, M. (2018) Collaborative professionalism: when teaching together means learning for all. Corwin, London
Harris, A., Jones, M. & Huffman, J. B. (2018) Teachers Leading Educational Reform: The Power of Professional Learning Communities. Routledge, London
Priestley, M., Biesta, G. & Robinson, S. (2015) Teacher Agency: An Ecological Approach. Bloomsbury Academic, London
Swennen, A. & White E. (Eds) (2020), Being a Teacher Educator: Research-Informed Methods for Improving Practice. Taylor & Francis, Abingdon
Timperley, H. (2011) Realizing the Power of Professional Learning. Open University Press, Maidenhead |
Additional Information
| Graduate Attributes and Skills |
Mindsets:
Enquiry and lifelong learning
Aspiration and personal development - personal responsibility, reflective and reflexive approach
Outlook and engagement - informed perspective and positive respectful contribution
Skills:
Research and enquiry - engaging in self-study
Personal and intellectual autonomy - critically evaluate ideas and experiences
Personal effectiveness: adapting to new situations and acting with sensitivity and integrity
Communication: engaging effectively with others; |
| Special Arrangements |
Non-MEd Leadership and learning specialist students wishing to enrol should first contact the Course Secretary to ascertain availability. Only available to education professionals working within a relevant professional context. |
| Keywords | Teacher education,professional learning and development,self-study |
Contacts
| Course organiser | Mr Kevin Brack
Tel:
Email: |
Course secretary | Mrs Lesley Spencer
Tel: (0131 6)51 6373
Email: |
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