Undergraduate Course: Teaching in School 1: Early and First Level Education (Early Years Placement) (EDUA10159)
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 (Postgraduate) |
| Course type | Placement |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This Teaching in School 1 course provides the site-based context and experience for students to begin to extend and apply in practice the core learning from Preparation for Teaching in Schools 1 course. |
| Course description |
Through this first site-based experience students will grapple with their emerging sense of what it means to be a values-led professional as they explore the begin to understand how social justice and sustainability are understood and translated through the early years setting. This begins their journey as critically enquiring professionals, developing their own professional identity as they engage in a professional community of enquiry developing their understanding of the process of curriculum making and effective pedagogies in Early Years Education. They will investigate how policy is translated in action.
The understanding of professionalism and how this equates to their own classroom practice is explored along with how they promote inclusion, social justice and sustainability in primary classrooms. Developing professional and pedagogical relationships will be an important part of this first site-based course. The early years context provides rich opportunities for collaborative working.
This course encourages students to begin the process of understanding pedagogy, learning theories and how to plan for learning, developing their understanding of subject specific conceptual development and knowledge required for learning progression. They will learn about play in early years settings and how this links to play-based pedagogy and culturally responsive pedagogies. This will be considered alongside concepts of curriculum making and opportunities for developing engaging learning environments that help to explore real-world issues. Students will develop their understanding of child development within the early years context. Students undertake 2 placements: Part A in a nursery setting and part B in the early years.
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
Students MUST have passed:
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | Students must be enrolled on the PGDE Primary programme to take this course. |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- Apply knowledge and understanding of curricular content appropriate for early primary years to plan purposeful learning for children.¿
- Apply knowledge, skills, and understanding of early years pedagogy when teaching small groups and whole classes
- Engage in reflective and reflexive praxis to ensure how, why and what we teach aligns with our individual and collective professional values and actions.
- Use a range of communication skills to professionally interact with young children and sustain learning conversations.
- Work collaboratively under guidance in a collaborative relationship with qualified practitioners and other student teachers.
|
Reading List
Adelman, H. S. & Taylor, L. (2010). Engaging learners, preventing problems, and improving schools. Corwin: Sage Publications.
Alexander, R. (2008) Towards Dialogic Teaching, London, Dialogos
Cremin, T. & Arthur, J., (Eds) (2014)¿Learning to teach in the primary school.¿Third edition / London; New York: Routledge/Taylor & Francis Group
Fisher, D & Frey, N. (2014) Better Learning Through Structured Teaching. Virginia: ASCD
Florian, L & Linklater, H (2010) Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all¿Cambridge Journal of Education¿40(4) pp369-386¿DOI: 10.1080/0305764X.2010.526588¿
Meggit, C. (2012) Child Development: An Illustrated Guide: Birth to 19 Years. (3rd edition). Essex: Pearson Education
Rogers, S. (2011) Re-thinking play and pedagogy in early childhood education: concepts, contexts and cultures, Routledge
Smith, P. K., Cowie, H., & Blades, M. (2015). Understanding Children's Development. (6th edition). Chichester, West Sussex: John Wiley.
Waring & Evans,¿(2014) Understanding Pedagogy: developing a critical approach to teaching and learning, London: Routledge |
Additional Information
| Graduate Attributes and Skills |
Communication: Students will recognize and value communication as the tool for negotiating and creating new understanding, collaborating with others, and furthering their own learning.
Personal Effectiveness: Students will be able to effect change (based on critical analysis and exploration of professional issues) and be responsive to the situations and environments in which they work.
|
| Keywords | Not entered |
Contacts
| Course organiser | Dr Sue Chapman-Kelly
Tel:
Email: |
Course secretary | Miss Rebekah Cathcart
Tel:
Email: |
|
|
University Homepage