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ED4051: DEVELOPING PROFESSIONAL PRACTICE FOR TEACHING IN SCOTLAND (2017-2018)

Last modified: 16 Nov 2016 18:26


Course Overview

None.

Course Details

Study Type Undergraduate Level 4
Session First Sub Session Credit Points 30 credits (15 ECTS credits)
Campus Off-site Sustained Study No
Co-ordinators
  • Dr Yvonne Bain
  • Mrs Jayne Bruce

What courses & programmes must have been taken before this course?

  • Either Programme Level 3 or Programme Level 4
  • Education (ED)
  • Any Undergraduate Programme (Studied)

What other courses must be taken with this course?

None.

What courses cannot be taken with this course?

None.

Are there a limited number of places available?

No

Course Description

Aims

This programme aims to engage learners in developing an insight of the Scottish Education system, current policy and curriculum drivers that impact on professional practice of teachers and to engage in developing a critical understanding of research, policy and practice and identifying the implications for own practice.

Outcomes

The expected outcomes of study in this programme are to:
  • enhance critical understanding of the Scottish Education system from political, economic and social considerations

  • review inclusive practice in Scottish schools

  • develop critical self-analyse as an inclusive practitioner

  • reflect, evaluate, challenge and respond to significant issues in education

  • demonstrate commitment to continuous professional development through professional enquiry

Content

1. The Scottish context: Policies, Philosophies and Principles underpinning learning and teaching

  • Scottish education in an international context

  • Policy agendas and national drivers of education in Scotland

  • The current curriculum and responsibilities for all teachers (Literacy, Numeracy, and Health and Well-being, Developing Scotland’s Young workforce etc)

  • Social Justice and Inclusion

2. Critical perspectives on professional learning and development

  • Models of professional learning

  • Critical enquiry as a process for professional learning

  • Developing as a critically reflective teacher

  • Being an agent of change

Degree Programmes for which this Course is Prescribed

None.

Contact Teaching Time

40 hours

This is the total time spent in lectures, tutorials and other class teaching.

Teaching Breakdown


Assessment

1st Attempt

  • 5000-word assignment (or equivalent) critically reflecting policy and practice for social inclusion within a curriculum context relevant to own professional setting. Distinct aspects of the assignment will include:
    • Drawing from formative engagement within the online course discussions, and evidence of practice
    • 2500-word critique of policy and related literature of influences on Scottish education (50%)
    • 2500-word critical reflection on the implications for practice within own context setting (50%)

Resit

  • Resubmission of any of the above assessment elements.

Formative Assessment

Peer and tutor feedback within online discussion (peer responses) and reflection on evidence of practice (e-portfolio response by tutor).

Feedback

None.

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