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Durham University

Postgraduate Module Handbook 2022/2023

Archive Module Description

This page is for the academic year 2021-22. The current handbook year is 2022-23

Department: Education

EDUC31730: Professional Issues in School Based Education

Type Tied Level 3 Credits 30 Availability Available in 2021/22
Tied to X7K214 Education (Secondary)
Tied to X7K514 Education - Secondary (School Direct Route)
Tied to X6K314 Education - Primary (School Direct Route)
Tied to X6K114 Education (Primary)


  • None.


  • None.

Excluded Combination of Modules

  • None.


  • A critical understanding of the key issues related to the development of the professional competence as a teacher.


  • Research evidence in classroom strategies for effective teaching and learning.
  • Managing the teaching and learning environment.
  • The teacher as reflective practitioner, enhancing professional development through detailed examination of personal aims, intentions and practice.
  • Teaching for understanding.
  • Creative dimensions of teaching and learning.
  • Subject and pedagogical bases of learning and teaching.

Learning Outcomes

Subject-specific Knowledge:
  • By the end of the module students will have acquired:
  • LO1 a critical in-depth understanding of the educational ideas and philosophies relevant to Professional Standards as the foundation of subsequent professional development as teachers;
  • LO2 a critical understanding of the factors which affect teaching and learning across a range of generic educational issues.
Subject-specific Skills:
  • By the end of the module students will have acquired:
  • LO5 the ability to identify and solve problems in specific educational contexts;
  • LO6 the ability to identify and develop the competencies required to be an effective classroom practitioner.
Key Skills:
  • Through their professional portfolio students will demonstrate the ability to:
  • collect and organise evidence related to professional practice in an effective way;
  • communicate ideas effectively, both orally and in writing, to an advanced level;
  • learn independently;
  • reflect on their developing practice;
  • identify key developmental issues for their own practice through self-evaluation
  • apply their subject and pedagogical skills, knowledge and understanding, effectively and reflectively in a contemporary school context.
  • The portfolio should demonstrate their ability to meet the government’s standards for teacher training within the following broad areas:
  • professional attributes;
  • professional knowledge and understanding;
  • i. problem solving
  • ii. evaluation
  • iii. communication
  • professional skills;
  • i. effective planning
  • ii. instructional practices.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • An intensive programme of teaching, mentoring and coaching support, with seminars, practical explorations and individual tutorials will be provided.
  • A structured university programme to develop subject and pedagogical knowledge and understanding through lectures, taught workshops and seminar/tutorial sessions.
  • Learning will also occur through school placements providing practical classroom experience and coaching/mentoring. Use will be made of targeted observations and action plans for development. Both school and University-based staff will engage in this process of support to students. Throughout best practice guidance will be offered through a closely personalised system of support.
  • There will be a range of school placement patterns provided in order to satisfy professional qualification requirements. The mentoring and coach will occur both in school and in the University;
  • Assessment in the form of a professional portfolio will provide the opportunity for students to present the extent to which they have understood and are able to engage critically with the themes and issues covered under the aims of the module. This assessment will also carry the requirement of demonstrating that the professional standards as required by the relevant government agency have been satisfied;
  • Throughout the school placements the students will maintain working files which will contain lesson plans, evaluations and feedback comments from mentors and University tutors as appropriate and in accordance with departmental policy. These files will form the basis of the reflective portfolio.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
School experience/Field work* Minimum: 24 weeks (Primary route) 24 weeks (Secondary route) 120 days (720 hours)(Primary) 120 days (720 hours) (Secondary)
Lectures/Seminars/Tutorials 12 Weekly 4.5 days 432
Preparation & Reading 68
Total 1220 hours (Primary) 1220 hours (Secondary)

Summative Assessment

Component: Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
Critical Discussion & Annotated Evidence Portfolio - PASS / FAIL Critical discission 1500 words and portfolio equivalent to 1500 words 100% Yes

Formative Assessment:

Preliminary summary and outline of the assignment above, with additional critical bibliography on reflective practice and professional development to indicate reading undertaken.

Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University